| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A zone theory approach to analysing identity formation in mathematics education
|
Goos, Merrilyn
|
|
2018
|
51 |
3 |
p. 405-418
|
artikel
|
| 2 |
Blackgirl face: racialized and gendered performativity in mathematical contexts
|
Gholson, Maisie L.
|
|
2019
|
51 |
3 |
p. 391-404
|
artikel
|
| 3 |
Changing experiences of being, becoming, and belonging: teachers’ professional identity revisited
|
Skott, Jeppe
|
|
2018
|
51 |
3 |
p. 469-480
|
artikel
|
| 4 |
Connecting the dots: toward a networked framework to conceptualizing identity in mathematics education
|
Fellus, Olga O.
|
|
2019
|
51 |
3 |
p. 445-455
|
artikel
|
| 5 |
Coordinating situated identities in mathematics classrooms with sociohistorical narratives: a consideration for design
|
Gresalfi, Melissa
|
|
2019
|
51 |
3 |
p. 493-504
|
artikel
|
| 6 |
Identities available in intertwined discourses: mathematics student interaction
|
Andersson, Annica
|
|
2019
|
51 |
3 |
p. 529-540
|
artikel
|
| 7 |
Identity resources and mathematics teaching identity: an exploratory study
|
Ntow, Forster D.
|
|
2019
|
51 |
3 |
p. 419-432
|
artikel
|
| 8 |
Learning mathematics as being stirred into mathematical practices: an alternative perspective on identity formation
|
Grootenboer, Peter
|
|
2018
|
51 |
3 |
p. 433-444
|
artikel
|
| 9 |
Making sense of identities as sense-making devices
|
Sfard, Anna
|
|
2019
|
51 |
3 |
p. 555-564
|
artikel
|
| 10 |
Mathematics identity research: the state of the art and future directions
|
Graven, Mellony
|
|
2019
|
51 |
3 |
p. 361-377
|
artikel
|
| 11 |
Methodological landscape in research on teacher identity in mathematics education: a review
|
Lutovac, Sonja
|
|
2018
|
51 |
3 |
p. 505-515
|
artikel
|
| 12 |
Narratives of ‘good’ instruction: teachers’ identities as drawing on exploration vs. acquisition pedagogical discourses
|
Heyd-Metzuyanim, Einat
|
|
2019
|
51 |
3 |
p. 541-554
|
artikel
|
| 13 |
Refusing mathematics: a discourse theory approach on the politics of identity work
|
Chronaki, Anna
|
|
2019
|
51 |
3 |
p. 457-468
|
artikel
|
| 14 |
Theorising the place of emotion–cognition in research on mathematical identities: the case of early years mathematics
|
Black, Laura
|
|
2019
|
51 |
3 |
p. 379-389
|
artikel
|
| 15 |
The role of reflexivity in the emergence and expression of teachers’ identities in teaching primary school mathematics
|
Westaway, Lise
|
|
2019
|
51 |
3 |
p. 481-492
|
artikel
|
| 16 |
“To Tia with love”: Chilean mathematics teacher identities after professional development
|
Darragh, Lisa
|
|
2019
|
51 |
3 |
p. 517-527
|
artikel
|
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