Exploring mathematical identity as a tool for self-reflection amongst pre-service primary school teachers: “I think you have to be able to explain something in about 100 different ways”

Konferenzbeitrag

A study of students’ mathematical identity was carried out in February 2009 involving participants from two colleges of education, one in Dublin (Republic of Ireland) and one in Belfast (Northern Ireland). All participants were pre-service primary school teachers in the third year of their B.Ed. programme, having chosen to specialize in mathematics. Data was gathered using a questionnaire (with, mainly, open-ended questions) followed by focus groups, involving the same participants, on each campus. This paper considers how students’ exploration of their mathematical identity led them to deepen their insight into learning and teaching mathematics. Recommendations are made for how the methods used in this research might be beneficial on a larger scale, in different environments.

Verweise und Beziehungen

• Erschienen in: Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 153 - 156
• Verwandtes Objekt und Literatur: urn:nbn:de:bsz:14-qucosa-79236 ; qucosa:1658

Klassifikation und Themen

• Thema: Mathematik

Beteiligte, Orts- und Zeitangaben

• Ereignis: Geistige Schöpfung
• (wer): Eaton, Patricia ; OReilly, Maurice
• Ereignis: Herstellung
• (wer): HTW Dresden

Weitere Informationen

• URN: urn:nbn:de:bsz:14-qucosa-79689
• Letzte Aktualisierung: 14.03.2025, 08:16 MEZ