Becoming a Mathematics Teacher: Identity and Identifications

By T. Brown, O. Mcnamara. 2011

103 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/127004c3b17d1c7d26b7ca2c1a45c78f5e214728

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Patricia F. Campbell
2. Matthew J. Griffin
3. Lawrence M. Clark
4. Jill Neumayer DePiper
5. T. Frank
6. Masako Nishio
7. Toni M. Smith
8. Amber H. Rust

Citations in the corpus

• An ideology critique of the use-value of mathematics (2013, methodology): “Except for the work of Roberto Baldino and Tânia Cabral (Baldino, 1998a, 1998b; Baldino & Cabral, 1998, 1999, 2006), and, more recently, Julian Williams (2011), Brown and McNamara (2011), and myself (Pais, 2012), there has been no attempt to theorize the economic dimension of school mathematics.”
• Teacher Characteristics Associated with Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions. (2014, background): “There is a growing body of literature considering the ways intersectionality shapes mathematics teachers’ identities and, through that, beliefs and instructional practice (Brown & McNamara, 2011).”