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Primary school teachers’ identity in mathematics: the aspect of specialist teaching and learning

Background: Identity is closely related to the professional development of teachers in teaching and learning. Teachers of primary school do not have only one identity, because they work as class teachers. Mathematics is one of the school subjects taught, so that primary school teachers also have a m...

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Main Authors: Nannaa, A. W. I., Pratiwia, E., Dian, K., Osman, S.
Format: Article
Published: Lutheran University of Brazil 2021
Subjects:
LB1501 Primary Education
Online Access:http://eprints.utm.my/id/eprint/95507/
http://dx.doi.org/10.17648/acta.scientiae.6408
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spelling my.utm.955072022-05-31T12:45:39Z http://eprints.utm.my/id/eprint/95507/ Primary school teachers’ identity in mathematics: the aspect of specialist teaching and learning Nannaa, A. W. I. Pratiwia, E. Dian, K. Osman, S. LB1501 Primary Education Background: Identity is closely related to the professional development of teachers in teaching and learning. Teachers of primary school do not have only one identity, because they work as class teachers. Mathematics is one of the school subjects taught, so that primary school teachers also have a mathematical identity in the teaching and learning that they do. Objectives: This study aims to explain the teaching and learning aspects of primary school teachers, as seen from their mathematical identity. Design: This type of research was qualitative by employing an explanatory approach. Setting and Participants: Forty-six teachers who concluded the Primary Teacher Education, who work as in-service teachers at a primary school in Tarakan city, grouped into three types: Turning point, failing, and roller coaster. Data collection and analysis: The data collection used an open question questionnaire, and the data reduction process took into account the type of teacher and mathematical identity. In-depth interviews with six primary school teachers representing types were conducted as a triangulation process. Results: Based on the mathematics identity of the teacher, there are three findings in implementing teaching and learning, specifically: (a) hesitation in mathematics knowledge (b) teaching mathematics because it is fun versus it is part of the duty of primary school teachers, and (c) support for teaching mathematics. Conclusions: We suggest that a teacher professional development strategy based on mathematics learning is needed, such as group learning activities, especially mathematics. Further research is needed to see the identity of primary school teachers in classroom practices and their changes. Lutheran University of Brazil 2021 Article PeerReviewed Nannaa, A. W. I. and Pratiwia, E. and Dian, K. and Osman, S. (2021) Primary school teachers’ identity in mathematics: the aspect of specialist teaching and learning. Acta Scientiae, 23 (3). pp. 192-215. ISSN 1517-4492 http://dx.doi.org/10.17648/acta.scientiae.6408 DOI: 10.17648/acta.scientiae.6408
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
topic LB1501 Primary Education
spellingShingle LB1501 Primary Education
Nannaa, A. W. I.
Pratiwia, E.
Dian, K.
Osman, S.
Primary school teachers’ identity in mathematics: the aspect of specialist teaching and learning
description Background: Identity is closely related to the professional development of teachers in teaching and learning. Teachers of primary school do not have only one identity, because they work as class teachers. Mathematics is one of the school subjects taught, so that primary school teachers also have a mathematical identity in the teaching and learning that they do. Objectives: This study aims to explain the teaching and learning aspects of primary school teachers, as seen from their mathematical identity. Design: This type of research was qualitative by employing an explanatory approach. Setting and Participants: Forty-six teachers who concluded the Primary Teacher Education, who work as in-service teachers at a primary school in Tarakan city, grouped into three types: Turning point, failing, and roller coaster. Data collection and analysis: The data collection used an open question questionnaire, and the data reduction process took into account the type of teacher and mathematical identity. In-depth interviews with six primary school teachers representing types were conducted as a triangulation process. Results: Based on the mathematics identity of the teacher, there are three findings in implementing teaching and learning, specifically: (a) hesitation in mathematics knowledge (b) teaching mathematics because it is fun versus it is part of the duty of primary school teachers, and (c) support for teaching mathematics. Conclusions: We suggest that a teacher professional development strategy based on mathematics learning is needed, such as group learning activities, especially mathematics. Further research is needed to see the identity of primary school teachers in classroom practices and their changes.
format Article
author Nannaa, A. W. I.
Pratiwia, E.
Dian, K.
Osman, S.
author_facet Nannaa, A. W. I.
Pratiwia, E.
Dian, K.
Osman, S.
author_sort Nannaa, A. W. I.
title Primary school teachers’ identity in mathematics: the aspect of specialist teaching and learning
title_short Primary school teachers’ identity in mathematics: the aspect of specialist teaching and learning
title_full Primary school teachers’ identity in mathematics: the aspect of specialist teaching and learning
title_fullStr Primary school teachers’ identity in mathematics: the aspect of specialist teaching and learning
title_full_unstemmed Primary school teachers’ identity in mathematics: the aspect of specialist teaching and learning
title_sort primary school teachers’ identity in mathematics: the aspect of specialist teaching and learning
publisher Lutheran University of Brazil
publishDate 2021
url http://eprints.utm.my/id/eprint/95507/
http://dx.doi.org/10.17648/acta.scientiae.6408
_version_ 1735386812799516672
score 13.211869

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