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Dissonance and Continuity in the Mathematical Education and Training Experiences of Pre-service Secondary Mathematics Teachers
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0003-4317-7335
2018 (English)In: African Journal of Research in Mathematics, Science and Technology Education, ISSN 1028-8457, Vol. 22, no 2, p. 186-195Article in journal (Refereed) Published
Abstract [en]

The education and professional development of pre-service mathematics teachers occur across different contexts. Key contexts of mathematics learning and learning to teach are school, university undergraduate mathematics and mathematics teaching-related learning in teacher education courses. International literature suggests that each of these contexts legitimises different views of mathematics teaching and learning. For pre-service teachers traversing these contexts, moves between sites can be experienced in more continuous or more dissonant ways. The disjunctures associated with dissonant experiences lead to openings for value judgments related to the distinctions that are drawn, opening possibilities for a wider range of pedagogic decisions. In this paper, we explore, through interviews with four pre-service teachers in one post-graduate certificate of education (PGCE) course, perceptions of continuity and dissonance across sites related to mathematics and mathematics education, and teaching and learning. Our findings point largely to experiences of continuity between the high school and undergraduate contexts, with the PGCE course recognised as different from these contexts.

Place, publisher, year, edition, pages
2018. Vol. 22, no 2, p. 186-195
Keywords [en]
pre-service mathematics teachers, disjuncture, university methods course, field experiences
National Category
Educational Sciences
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-157915DOI: 10.1080/18117295.2018.1474843ISI: 000438630700005OAI: oai:DiVA.org:su-157915DiVA, id: diva2:1228155
Available from: 2018-06-27 Created: 2018-06-27 Last updated: 2018-08-20Bibliographically approved

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Ramdhany, VirenChristiansen, Iben Maj
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