Abstract
Mathematical identity is an individual’s concept of who he or she is mathematically. In this paper, metaphors for mathematics from elementary education majors are compared to metaphors created by secondary mathematics teaching majors. The analysis demonstrates a basic difference in the mathematical identity of the two groups, with the latter group having more holistic conceptions of mathematics than the first group. Elementary education majors describe mathematics as an ongoing struggle in which the mathematics is active, and they are the victims. The secondary teaching mathematics majors describe mathematics as an ongoing struggle in which they are active.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
