Vol. 29 No. 3-4 (2024)

Jeppe Skott, Sonja Lutovac and Raymond Bjuland
Editorial: Researching mathematics teachers’ professional identities: complexities and ways ahead

Sonja Lutovac and Johanna Havia
Prospective mathematics teachers’ collective identity work: navigating failure experiences and concerns about relating to students

Einat Heyd-Metzuyanim and Talli Nachlieli
Professional identities, conflicting positions, and the challenge of conducting mathematical discussions in professional learning communities

Charlotte Krog Skott and Giorgos Psycharis
Studying how a mathematics teacher’s professional identity shapes and is shaped by the use of digital resources in the classroom

Raymond Bjuland, Janne Fauskanger and Reidar Mosvold
Analyzing teachers’ narratives to identify potential impediments of professional development in mathematics

Tracy Helliwell and Andreas Ebbelind
Conceptualising (mathematics teacher educator) identity work: an enactivist-informed approach

Jeppe Skott
Identity as experience – an interactionist approach