Becoming a Mathematics Teacher: Identity and Identifications


The book is centered on how major curriculum reform shapes mathematics and the professional practices of teachers. This book documents in real time the implementation of a major government numeracy programme and its receipt by trainee and new teachers. It documents the complete life span of that initiative. The account is targeted at an international readership in terms of how curriculum reform more generally shapes mathematics in schools and the practices of teachers. A key dimension of the book is an ...

See more details below
Paperback (2011)
$179.00 price
Other sellers (Paperback)
  • All (4) from $127.26   
  • New (3) from $127.26   
  • Used (1) from $214.61   
Sending request ...


The book is centered on how major curriculum reform shapes mathematics and the professional practices of teachers. This book documents in real time the implementation of a major government numeracy programme and its receipt by trainee and new teachers. It documents the complete life span of that initiative. The account is targeted at an international readership in terms of how curriculum reform more generally shapes mathematics in schools and the practices of teachers. A key dimension of the book is an alternative view of mathematics education research in which the task of teacher development is understood at policy level where large numbers of teachers were interviewed to assess how policies were being processed through individuals. The book provides an easy and accessible commentary utilising contemporary theory to describe how such teachers reconcile their personal aspirations with the external demands they encounter in negotiating their identities as professional teachers.

Read More Show Less

Editorial Reviews

From the Publisher
From the reviews:

“The defining feature of Becoming a mathematics teacher: Identity and identifications is in the way it engages with the concept of identity by locating itself squarely within contemporary social theory. … Becoming a mathematics teacher: Identity and identifications is certain to stimulate reflection and discussion. … a vehicle for transformative potential for teacher education, just as much as it is a means to uncovering terrains of struggle. Teacher educators can use the narratives of prospective and beginning teachers to promote more equitable forms of organisation.” (Margaret Walshaw, Journal of Mathematics Teacher Education, Vol. 15, 2012)

“The authors provide a rigorous theoretical perspective on the process of ‘becoming a mathematics teacher.’ … the authors do provide some general and gentle insights into their theoretical perspectives, and these will be helpful to the wider mathematics education community.” (Peter Grootenboer, Mathematics Education Research Journal, Vol. 23, 2011)

Read More Show Less

Product Details

  • ISBN-13: 9789400735279
  • Publisher: Springer Netherlands
  • Publication date: 12/31/2013
  • Series: Mathematics Education Library Series , #53
  • Edition description: 2011
  • Edition number: 1
  • Pages: 197
  • Product dimensions: 6.14 (w) x 9.21 (h) x 0.43 (d)

Meet the Author

Tony Brown
Tony is Professor of Mathematics Education at Manchester Metropolitan University. Originally from London, Tony trained in Canterbury and Exeter before returning to London where he taught mathematics for three years at Holland Park School. This was followed by three years as a mathematics teacher educator for Volunteer Service Overseas in Dominica in the Caribbean. In 1987, he completed his PhD at Southampton University. His doctoral research focused on language usage in mathematics classrooms, especially where the fluent use of English could not be assumed. After a spell as mathematics coordinator in a middle school in the Isle of Wight, Tony moved to Manchester Metropolitan University. Tony has headed the doctoral programme in education and participated in a range of other courses; he became a professor in 2000. Projects have included: Economic and Social Research Council-funded studies examining teacher education; piloting a distance-teaching programme enabling British volunteers based in Africa to research their own teaching practice within a programme of professional development; a General Medical Council-funded project on how senior doctors learn; and leading a team of emergency medicine doctors carrying out professionally focused research. Tony also spent two years on leave from Manchester at the University of Waikato where he became the first Professor of Mathematics Education in New Zealand. There he led a project funded by the New Zealand Council for Educational Research on Pasifika teachers working in New Zealand Schools. Tony has published two other books in Springer’s Mathematics Education Library series. Mathematics Education and Language, first published in 1997, outlines his interest in mathematics in schools. A revised second edition appeared in 2001. Mathematics Education and Subjectivity (forthcoming) explores mathematical learning from the perspective of contemporary social theory. Meanwhile, Tony has also co-authored, with Liz Jones, Action Research and Postmodernism, which explores how teachers might carry out practitioner research within higher degrees. Regulative Discourses in Education: A Lacanian Perspective, co-authored with Dennis Atkinson and Janice England, offers an analysis of teacher practices through psychoanalytic theory. The Psychology of Mathematics Education, which he edited, introduces psychoanalytic theory as an alternative to more cognitive understandings of psychology. Tony has also written extensively in journals such as Educational Studies in Mathematics, For the Learning of Mathematics and the British Educational Research Journal.

Olwen McNamara
Olwen is Professor of Teacher Education and Development at the University of Manchester; she has lived and worked in and around Manchester most of her life. Her first degree was in mathematics, which she subsequently taught for over twenty years; she later combined teaching with bringing up a family and studying for a PhD at Manchester Metropolitan University. After completing her thesis in 1996, she worked at Manchester Metropolitan University as an educational researcher and also managed a research-based partnership of local schools, Local Authorities and Universities. She moved to the University of Manchester in 2002, where her main management role was initially in teacher education. She is currently Director of Initial Teacher Education and Director of Post Graduate Research at the University. Olwen’s research interests are in the area of teacher professional learning, and she has a special interest in mathematics education, social justice and practitioner research. She has undertaken research projects for funders including the Economic and Social Research Council, the Nuffield Foundation, the Training and Development Agency, The Department for Education, the National College and NASUWT—the teachers’ union. She has authored a number of reports for these funders and published widely in international journals. Her previous books include Becoming an Evidence-Based Practitioner and Practitioner Research and Professional Development in Education, which she co-authored with Anne Campbell and Peter Gilroy. She has served on a number of national committees, including the British Educational Research Association Council, where she was chair of the conference committee for a number of years, and the Research and Development Committee of the Universities’ Council for the Education of Teachers, where she is Vice Chair.

Read More Show Less

Table of Contents

About the authors.- Acknowledgements.- 1. Introduction.- 2. Mathematics Teaching and Identity.- 2.1 Introduction.-2.2 Hermeneutics To Psychoanalysis.-2.3 Personal Aspirations Meet External Demands.- 3.How Teachers Learn: a Review of Research.-3.1 Introduction.-3.2 The Transition From Scholar To Authority.-3.3 Conclusion.-4.Becoming a Teacher: an English Case Study.-4.1 Introduction.-4.2 The Initial Teacher Education Reform Agenda.- 4.3 The School Context: The Rise and Fall of the Strategies.- 4.4 The Empirical Study.- 4.5 Conclusion.- 5 Theorising Teacher Identity.- 5.1 Analytical Strategies.-5.2 Technologies of the Self.- 5.3 Regulating Consensus.-6The Shaping of School Mathematics.-6.1 Introduction.- 6.2 The Social Framing of School Mathematics.- 6.3 The Secret of the Forms of School Mathematics.- 6.4 Conclusion.-7 Implications for Practice.- 7.1 Introduction.- 7.2 Implications for Teacher Development.- 7.3 The Future of School Mathematics.- 7.4 The Research and Policy Environment.-References.-Index.

Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star


4 Star


3 Star


2 Star


1 Star


Your Rating:

Your Name: Create a Pen Name or

Barnes & Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation


  • - By submitting a review, you grant to Barnes & and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Terms of Use.
  • - Barnes & reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)