Primary Mathematics Teachers' Self Identity Narratives

The relationship between the teachers and the school teaching activities is natural alliance, but the teacher of this consciousness of "human" factor, the teacher as a potential education reform strength, its history is not long. The contemporary transformation of knowledge and education, to teachers’professional development put forward higher requirements, teachers themselves are often in the change of "who am I" question. So about identity has emerged and many relevant results.These achievements are mainly concentrated on the study of student teacher, pre-service teachers, focusing on the study for entry or newly hired novice teachers present situation and the formation process of self-identification, but the in-service teachers, including the elementary school mathematics teacher, related research is not many. In this article Teachers self-identity refers to according to their own teaching professional practice activities and ask "who am I" process, and to present the work in the teacher’s approval. Contains teacher for teachers’professional identity, the understanding of the mathematical subject, understanding of mathematics teaching, these three aspects constitute the "I’m a elementary school mathematics teacher" self-identity of teachers’professional identity with and self-identification, the subject and the awareness of teaching help teachers better generated identity.On the basis of existing research results, this research adopts the way of narrative. Through setting up cooperative relationships and teacher L in P elementary school, in-depth cooperation teacher’s inner world, adopt the method of observation, interviews, to collect data, exploring the formation process of teacher L’s identity. In order to understand the connotation of teachers’ self identity, influencing factors. To farther enrich related research of self-identification, cause the resonance of a glimmer of teachers of mathematics, to find your shadow, the paper for teachers of cooperation and individual two aspects to put forward the proposal from the school, to expect to generate more reasonable self-identity.This study is divided into four parts. The first part is introduction, including the selected topic reason, the purpose of the study, research ideas, research significance and so on. The second part is a elementary school mathematics teacher identity narrative, including the professional identity of narrative, L teacher understanding of mathematics, The understanding of mathematics teaching. The third part is the analysis of L teacher identity formation, including the connotation and influence factors of self identity. Thoughts and advice section, the fourth part is the main reflection from the aspects of data collection method and the narrative story show, proposal is mainly to L teachers self-identity construction to provide sound advice, Suggestions from two aspects of individual schools and teachers are discussed.