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Negotiating Contexts to Construct an Identity as a Mathematics Teacher

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  • Thomas Hodges
  • Jo Cady

Abstract

The authors focused on 1 middle-grades mathematics teacher's identity and her efforts to implement standards-based instructional practices. As professionals, teachers participate in multiple professional communities and must negotiate and manage conflicting agendas. The authors analyze how the contexts of these communities influence the teacher's identity and thus her teaching of mathematics.

Suggested Citation

  • Thomas Hodges & Jo Cady, 2012. "Negotiating Contexts to Construct an Identity as a Mathematics Teacher," The Journal of Educational Research, Taylor & Francis Journals, vol. 105(2), pages 112-122.
    • Handle: RePEc:taf:vjerxx:v:105:y:2012:i:2:p:112-122
    DOI: 10.1080/00220671.2010.529956
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