The Impact of a Teacher Education Culture-Based Project on Identity as a Mathematically Thinking Teacher

Source: Asia-Pacific Journal of Teacher Education, Volume 42, Issue 2, 2014, pages 186-207

This article explored the impact of sociocultural situations together with affective and cognitive aspects of self-regulation on identity.

Data were collected through analysis of reports of projects, which were written by pre-service and in-service, mainly secondary, teachers at the University of Goroka, Papua New Guinea.

The findings results indicate the strengths of such projects to take account of cultural knowledge when colonised education systems are further modified through reforms that emphasise culture.
The significance for teacher education is the role that an activity which links culture and school mathematics plays in building values and identities.