Mathematics teachers negotiating identity in practice

In trying to understand the relationship between how teachers enact their pedagogy, and their professional identity, a praxis lens is employed to explore and explain mathematics teachers’ identities. In this article, we examine the findings from our study that related to their professional and discipline-based identities, and how these are negotiated in teachers’ classroom practices. We initially present an overview of some of the relevant literature on identity and praxis. Then, after outlining the details of the empirical study, we present the data and highlight exemplars of particular interest. In concluding the article, we return to the concept of praxis to discuss mathematics teaching and the identity of mathematics teachers.