Mathematics teachers’ identities profoundly influence how they interact with and position their students to learn mathematics. In this paper, we examine how a year-long teacher learning intervention supportive of student engagement in mathematics helped shift teachers’ mathematics-related identities. We use an implied identity perspective as a theoretical lens to explore changes in what teachers perceive as legitimate ways of being as a result of their participation in the intervention. Data from pre- and post-intervention concept maps and focus groups with 15 grade 5–7 teachers of mathematics were integrated for this purpose. Teachers reported shifts in their identities, describing themselves as “facilitators,” “learners” and “co-creators” of knowledge. We argue that such shifts in the mathematics-related identities of teachers can have practical consequences in terms of improving students’ engagement, and in particular, their autonomy for learning mathematics.

中文翻译：

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“舞台上的圣人”或“中间的中间人”：改变数学老师的身份以支持学生的参与

数学老师的身份深刻地影响了他们与学生互动和学习数学的方式。在本文中，我们研究了为期一年的支持学生参与数学的教师学习干预如何帮助改变教师与数学相关的身份。我们使用隐含的身份观点作为理论视角，探讨教师因参与干预而被视为合法行为方式的变化。为此，整合了干预前后的概念图和15名5-7年级数学老师的焦点小组的数据。老师报告了他们身份的变化，称自己为知识的“促进者”，“学习者”和“共同创造者”。