@article {39399,
	title = {Studying how a mathematics teacher{\textquoteright}s professional identity shapes and is shaped by the use of digital resources in the classroom},
	journal = {Nordic Studies in Mathematics Education},
	volume = {29},
	year = {2024},
	pages = {61-82},
	abstract = {<p class="Default">Teachers face many issues when trying to integrate digital resources (DR) into mathematics classes. This article applies an identity-based perspective to understand teachers{\textquoteright} roles in the practices that evolve in such classes. We focus on Victor, a Greek mathematics teacher, who, when viewed from levels beyond the classroom, experienced to become a reform-oriented teacher and a designer of DR. We explore how these experiences of professional identity shapes and is shaped by his work with DR at the classroom level. We show how Victor{\textquoteright}s identity changed from {\textquoteleft}being a Mathematics teacher who struggles with inquiry-based teaching{\textquoteright} to {\textquoteleft}becoming a mathematics Teacher who uses DR to support inquiry-based learning{\textquoteright} and outline what fuelled these changes. Our results suggest the importance of connecting an identity perspective to classroom interactions and mathematics.</p>},
	url = {https://ncm.gu.se/2024/11/nomad-29-3-4/},
	author = {Charlotte Krog Skott and Giorgos Psycharis}
}
