Beginning to shape mathematics students’ teacher identity through activities based on digital and geometric transitions

Recent literature on teacher education highlights the importance of the development of teacher identity. This paper explores how the dynamics of positioning acted by undergraduate mathematics students in designing an activity with the use of digital technology for high school students begin to shape their mathematics teacher identity. In the first phase of the experiment, they are involved in problem-solving activity in which two transitions are implemented: from Euclidean geometry to Taxicab geometry and from the use of paper and pencil to dynamic geometry software. In the second one, they are invited to design a similar activity for high school students. Their role changes, and the way of conveying mathematics also changes, becoming the one to be taught and, with it, of using the digital tool. This induces some positioning driven by the need to communicate mathematics. A change of identity occurs, and the mathematics and technological teacher's identity effectively begins to form.