Metaphors have been widely used to investigate the perspectives of teachers and students in mathematics. In this report, an instrument was developed, the metaphor continuums, to provide a space for four prospective teachers to discuss their projective identities as teachers and mathematics teacher. Using an argumentation perspective on identity, the responses to the instrument were investigated to determine a tentative manifestation of the participants’ projective identity. The participants’ provided some evidence of their projective identities as teacher and mathematics teachers being aligned. One participant did not provide evidence of distinguishing between her identity as a mathematics teacher and a teacher. The vehicles, or subject of the metaphors, given to the participants provided varying ways for them to explore their ideas of teaching and learning mathematics. The metaphor continuums showed potential for mathematics teacher educators to receive initial information to help in determining targeted interventions for their students.

中文翻译：

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利用隐喻探究准数学教师的投射身份

隐喻已被广泛用于研究数学中师生的观点。在本报告中，开发了一种工具，即隐喻连续体，为四位准教师提供了讨论教师和数学老师的投射身份的空间。使用关于身份的论证观点，对该工具的反应进行了调查，以确定参与者投射性身份的初步体现。参加者提供了他们的投射身份的一些证据，因为教师和数学教师是一致的。一位参与者没有提供区分她作为数学老师和老师的身份的证据。隐喻的媒介或主题 给参加者提供了各种途径，供他们探索他们的数学教学思想。隐喻连续体表明数学老师教育者有可能获得初始信息，以帮助确定针对学生的针对性干预措施。