Abstract
A mathematics teacher's beliefs of mathematics and mathematics education impact the classroom environment. The present research intended to study a philosophical construct related to teachers' beliefs, i.e. teacher's ideology constituted of the teacher's view on mathematics and mathematics education, and how this ideology impacts the social and mathematical conditions of the classroom environment. Specifically, the research intended to study how the teacher's ideology affects the classroom storylines and the mathematical norms in the classroom. In addition, it wanted to study how the ideology and the norms affect the students' positioning in. Four students participated in the research. All the students had good marks in mathematics (between 80 and 90). The teacher's ideology has components from the technological pragmatist and progressive educator groups. The present research results indicate that the teacher assigned positions to the students according to a set of mathematical norms that resulted from storylines that were related to the teacher’s social ideology. In addition, the present paper suggests that to analyze teacher’s ideology, Ernest (2001, 2004) framework can be appropriate.
