View and Beliefs in Mathematics Education

Abstract

This theoretical essay deals with teacher identity as an approach for studying out-of-field teaching mathematics teachers, i.e. teachers without formal education for teaching mathematics. It thinks about teacher identity as a unifying concept that is able to connect cognitive and affective-motivational perspectives. The connecting framework helps us to explain how out-of-field teaching in mathematics works: teachers’ shortcomings in cognitive domains are indirectly compensated due to the prioritization-function of affective-motivational realms. Furthermore, other advantages of the identity approach are stated by referring to characteristics of identity concepts that can be found in literature. Finally, our conclusion leads to recommendations for designing in-service training programs for these teachers.