Using narrative inquiry for investigating the becoming of a mathematics teacher

By Raimo Kaasila. 2007

121 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/363d262ce736ff29822ffa31028eab3df84fb07f

How researchers see this paper

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

In Education

1. P. Martino
2. Markku S. Hannula
3. R. Zan
4. A. Laine
5. Sonja Lutovac
6. Raimo Kaasila
7. Mei-Shiu Chiu

In Sociology and Political Science

1. Markku S. Hannula
2. A. Laine
3. Sonja Lutovac
4. P. Martino
5. R. Zan
6. Raimo Kaasila

Citations in the corpus

• Beginning a pre-service teacher's mathematical identity work through narrative rehabilitation and bibliotherapy (2011, background): “Like teacher identity also mathematical identity is a context-bound concept: we can have many narrative identities, each of which is connected to different contexts or social relationships (see also Kaasila 2007 ).”
• “MY PERSONAL RELATIONSHIP TOWARDS MATHEMATICS HAS NECESSARILY NOT CHANGED BUT …” ANALYZING PRESERVICE TEACHERS’ MATHEMATICAL IDENTITY TALK (2012, methodology): “We see that preservice teachers’ mathematical identity is open-ended, never completed, and that they criticize the unsatisfactory half of their mathematical identity(see also Kaasila, 2007b ).”
• The Construct of Attitude in Mathematics Education (2015, background): “Some studies using essays, diaries, interviews and also the observation of behaviour in natural settings or in structured sit- uations appear (Karsenty & Vinner, 2000; Hannula, 2002; Zan & Di Martino, 2007; Kaasila, 2007).”