Primary School Teachers’ Identity in Mathematics: The Aspect of Specialist Teaching and Learning

Background : Identity is closely related to the professional development of teachers in teaching and learning. Teachers primary school do not have only one identity, because they work as class teachers. Mathematics subjects taught, so that also a mathematical identity learning do. Objectives This study aims explain aspects teachers, seen from their identity. Design type research was qualitative by employing an explanatory approach. Setting Participants Forty-six who concluded Primary Teacher Education, in-service at Tarakan city, grouped into three types: turning point, failing, roller coaster. Data collection analysis The data used open question questionnaire, reduction process took account teacher In-depth interviews with six representing types were conducted triangulation process. Results Based on mathematics teacher, there are findings implementing learning, specifically: (a) hesitation knowledge (b) it fun versus part duty (c) support for mathematics. Conclusions We suggest strategy based needed, such group activities, especially Further needed see classroom practices changes.