Looking across the presentations from this morning, we will now consider, where do we go next? The final transition to consider in mathematics identities is examining how individuals move from being students of mathematics to now being teachers of mathematics. What happens during this important transition from learner to teacher, and how can we leverage what we have learned to support teachers in embracing the horizon of mathematics learning and identity?

Jennifer Holm is an Associate Professor at Wilfrid Laurier University. In her more than two decades in the field of education, she has worked with teachers and students across the panels from Kindergarten to university programs. She currently works with pre-service teachers, as well as in the field supporting current mathematics teachers. She is interested in developing mathematics knowledge for teaching, focusing on the beliefs and opinions that pre-service teachers hold about mathematics and teaching and the connections they have to past experiences. She uses this research to support future teachers in developing beliefs and knowledge that will encourage and support effective teaching practices in mathematics. Her research and expertise has led to co-authoring a textbook for future mathematics teachers in the secondary panel that combines pedagogy and mathematics for teaching (Teaching secondary mathematics: What’s the problem?), as well as two co-edited Springer volumes examining mathematics teaching and learning in Canada (Teaching and learning secondary school mathematics: Canadian perspectives in an international context and Teaching and learning elementary school mathematics: Canadian perspectives in an international context).