Developing an analytic lens for investigating identity as an embedder-of-numeracy

Bennison, Anne (2015) Developing an analytic lens for investigating identity as an embedder-of-numeracy. Mathematics Education Research Journal, 27 1: 1-19. doi:10.1007/s13394-014-0129-4

Author Bennison, Anne
Title Developing an analytic lens for investigating identity as an embedder-of-numeracy
Journal name Mathematics Education Research Journal   Check publisher's open access policy
ISSN 1033-2170
Publication date 2015
Year available 2014
Sub-type Article (original research)
DOI 10.1007/s13394-014-0129-4
Volume 27
Issue 1
Start page 1
End page 19
Total pages 19
Place of publication Dordrecht, Netherlands
Publisher Springer
Collection year 2015
Language eng
Abstract One of the capabilities needed for effective participation in modern society is numeracy, which is the ability to cope effectively with the mathematical demands of life. While the development of numeracy continues beyond the school years, schools nevertheless have a responsibility to provide opportunities for students to expand their numeracy expertise. In Australian schools, there is a renewed emphasis on numeracy brought about by the introduction of a new curriculum, teacher professional standards and measures of accountability. The first two of these developments provide an opportunity for teachers of all disciplines to increase their capacity to promote growth in the numeracy capabilities of their students. However, they will be unable to do this unless they see themselves as teachers of numeracy and have the capacity to embed numeracy into the subjects they teach. This theoretical paper extends existing knowledge on teacher identity by developing a conceptual framework for identity as an embedder-of-numeracy that recognises the complexity of teacher identity while at the same time is amenable to empirical studies. The framework is organised around five domains of influence (knowledge, affective, social, life history and context) and includes characteristics that evidence from the literature suggests greatly impact on this particular situated identity. Studies using this framework could inform the design of professional development to support teachers to develop an identity as an embedder-of-numeracy. The mechanism for developing the framework described in this paper could also be used to create frameworks to investigate teachers’ other situated identities.
Keyword Identity
Across the curriculum
Sociocultural perspectives
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Education Publications
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Created: Wed, 03 Sep 2014, 16:37:14 EST by Ms Kathleen Mcleod on behalf of School of Education