Abstract
How do mathematics teachers see themselves? The construct of identity is an important and understudied construct in understanding mathematics teaching. In this study, two Latino high school Algebra teachers participated in photo-elicitation/photovoice interviews. They presented photographs of their professional and personal “worlds” and told stories about how these photographs connected to their mathematics teaching. The teachers framed their mathematics teacher identity through touchstone stories, the internal narratives teachers tell themselves but share only in “safe” spaces. These touchstone stories focused on sociocultural aspects of mathematics teaching—on the importance of the teachers’ ethnic Latino identities and on the need to take on entirely different teaching identities. This study showed that aspects of mathematics teacher identity, specifically internal stories that teachers tell themselves, and can be documented and elicited through stories and photographs.
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