Publication Type:Journal Article
Source:MENON ©online Journal Of Educational Research, 2nd Thematic Issue, University of Western Macedonia - Faculty of Education, Florina, Greece, p.12 (2016)
Keywords:internal dialogue, Professional identity, teacher identity
This paper offers ideas for teachers to engage with mathematics through the historical ‘journeys’ and relationship with art and cultural and intellectual history. Its premise is that, whilst teachers’ main reason for choosing the career path of a mathematics teacher is usually their enjoyment of the subject, their later insistence on utilitarian view of mathematics leads to disengagement both in their students and their own disillusionment. The paper also treats the question of how teachers who come to the profession from non-mathematical backgrounds find their own ‘mathematical’ voice through series of historical investigations and what impact that may have on their teaching and pupils’ progress
The full article can be found here.