|Titel||The practice of out-of-field teaching in mathematics classrooms - a german case study|
|Autoren||Bosse, M, Törner, G|
|Konferenzband Name||MAVI-20 Conference|
Recent studies claim that mathematics teachers without a formal qualification in mathematics have negative impacts on student achieving. The question is asked: Why does teacher certification matter? Teaching and learning processes in mathematics classrooms taught by out-of-field teachers have not been examined yet. In this study, we report on a lesson taught by the out-of-field mathematics teacher O. By analyzing his/her teaching practices with the help of the TRU Math Scheme and the concept of subject-related teacher identity, we demonstrate how O.’s mathematical identity – and not simply mathematical knowledge deficits – leads to teaching practices that prevent a mathematically powerful classroom.