Investigation of mathematics identity of primary school teachers

The aim of this study is to examine the mathematics identities of primary school teachers through their own narratives. For this purpose, mathematics identities of teachers were divided into five periods. The mathematical experiences of the teachers about these five periods were divided into themes and interpretative repertoires were identified. In addition, negative and positive factors affecting teachers' mathematical identities in these five periods were tried to be revealed. In the research, narrative research was used because the mathematics identities of the primary school teachers were examined through narratives. The main sample of the study was determined as three primary school teachers. Narrative interviews were conducted with these teachers. With the help of narrative interview, it was aimed that teachers told their life stories about mathematics. In the analysis of data, narrative analysis and discourse analysis were used. As a result; seven themes were obtained from the narrative analysis of our teachers' identity experiences. Again, seven interpretative repertoires were obtained through discourse analysis. In addition, while identifying the themes obtained from the narrative analysis and the interpretive repertoires obtained from the discourse analysis, some factors that positively or negatively affected the mathematical identities of our teachers were determined. It was determined that the most important of these factors were the teachers themselves and their own teachers. In addition, some comparisons of teachers' mathematical identities were made, and finally, the mathematical identity of each teacher was summarized in general. Key Words: Primary school teacher; Identity; Mathematical identity; Teacher's mathematical identity; Narrative analysis.