Source: Journal of Mathematics Teacher Education, Volume 13, Number 6, 487-497. (December, 2010).
The current article engages general debates about teaching reflexivity and within that, more specific debates in relation to identity.
The article uses theoretical concepts derived from Lacanian psychoanalysis as a way of understanding what structures a teacher’s narrative about his practice.
This paper is a study of one teacher’s reflections on a sequence of algebra lessons at the secondary school level.
Furthermore, the paper explores a range of theoretical issues about identity construction, about knowing, and about effective practice.