Beginning a pre-service teacher's mathematical identity work through narrative rehabilitation and bibliotherapy

Abstract

In our study, we face two challenges. First, a negative view of mathematics is a widespread phenomenon among pre-service elementary teachers. Therefore, teacher education programs should find a way to handle this phenomenon. Second, we see that identity work in the domain of mathematics education needs to be conceptualized more. Here, we apply an interactionist framework and describe narrative rehabilitation and bibliotherapy as tools for handling pre-service teachers' negative experiences from their school years. Through Ulla's case, we explicate how narratives as tools enhanced her view of mathematics and her teaching practice. Furthermore, through her mathematical biography we conceptualize mathematical identity work.