Teacher Agency for Integrating History into Teaching Mathematics in a Performance-Driven Context: A Case Study of a Beginning Teacher in China
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Resumo
The importance of integrating history into mathematics education is widely recognised in the literature and advocated in curricula worldwide, including in China. However, under the influence of the long-standing centrally designed curricula, teachers in China are accustomed to content- and teacher-centred examination-driven teaching practices. Adopting a life story approach, this paper reports the case of a mathematics teacher who integrated history into her mathematics teaching during the initial two years of her teaching in a Shanghai high school. The agentic perspective adopted in the study allows us to focus on how the teacher's agency was enacted and achieved when engaging in teaching practices. Our findings reveal the roles played by personal qualities, prior experiences, and the structure and culture of schooling in the teacher's agency in integrating history into teaching under a dominant performance-driven context. Implications of the results for integrating history into teaching in restricted contexts are then discussed.
Dados da obra
- Tipo
- Artigo
- Periódico
- Educational Studies in Mathematics
- Ano
- 2021
- Idioma
- en
- Palavras-chave
- Foreign Countries; Integrated Activities; History Instruction; Mathematics Instruction; Beginning Teachers; Mathematics Teachers; High School Teachers; Teacher Characteristics; Teaching Methods
- Temas
- Práticas Pedagógicas
- ISSN
- 0013-1954
- Acesso
- Metadados apenas
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
LU, Xiaoli; LEUNG, Frederick Koon Shing; LI, Na. Teacher Agency for Integrating History into Teaching Mathematics in a Performance-Driven Context: A Case Study of a Beginning Teacher in China. Educational Studies in Mathematics, 2021. Disponível em: http://dx.doi.org/10.1007/s10649-020-10006-z. Acesso em: 5 nov. 2026.
APA
Lu, X., Leung, F. K. S., & Li, N. (2021). Teacher Agency for Integrating History into Teaching Mathematics in a Performance-Driven Context: A Case Study of a Beginning Teacher in China. Educational Studies in Mathematics. http://dx.doi.org/10.1007/s10649-020-10006-z
BibTeX
@article{lu2021,
author = {Lu, Xiaoli and Leung, Frederick Koon Shing and Li, Na},
title = {Teacher Agency for Integrating History into Teaching Mathematics in a Performance-Driven Context: A Case Study of a Beginning Teacher in China},
year = {2021},
journal = {Educational Studies in Mathematics},
url = {http://dx.doi.org/10.1007/s10649-020-10006-z},
language = {en}
}RIS
TY - JOUR AU - Lu, Xiaoli AU - Leung, Frederick Koon Shing AU - Li, Na TI - Teacher Agency for Integrating History into Teaching Mathematics in a Performance-Driven Context: A Case Study of a Beginning Teacher in China PY - 2021 JO - Educational Studies in Mathematics UR - http://dx.doi.org/10.1007/s10649-020-10006-z LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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