scholarly journals ‘Walking in a Foreign and Unknown Landscape’: Studying the History of Mathematics in Initial Teacher Education

2013 ◽  
Vol 23 (1) ◽  
pp. 143-157 ◽  
Author(s):  
Hilary Povey
Keyword(s):  
Teacher Education ◽  
History Of Mathematics ◽  
Initial Teacher Education ◽  
History Of

scholarly journals THE HISTORY OF INITIAL TEACHER EDUCATION IN CANADA: QUÉBEC AND ONTARIO

2018 ◽  
Vol 1 (1 jan/abr) ◽  
pp. 88-109
Author(s):  
Elizabeth Smyth ◽  
Thérère Hamel
Keyword(s):  
Teacher Education ◽  
Seventeenth Century ◽  
English Language ◽  
Current Practice ◽  
National Level ◽  
Initial Teacher Education ◽  
French Language ◽  
Ivory Tower ◽  
History Of Teacher Education ◽  
History Of

This article traces the history of teacher education in Canada from the seventeenth century to the present by focusing on teacher education in the English-language dominant province of Ontario and the French-language dominant province of Québec. Because of the decentralized nature of education in Canada, it is at the provincial, not at the national level, where policies and practices for teacher education are developed and delivered. Like the history of Canada itself, the history of teacher education is marked by conflicts of gender, religion, power, class, race, language and ethnicity as teacher education struggled to claim a space itself in the academy and exercise its authority within the ivory tower. The article considers how the historical struggles and successes can both inform and cause us to critically reflect our current practice.

scholarly journals Uma discussão sobre legitimidades matemáticas utilizando o contexto dos números irracionaisA discussion about mathematical legitimacies using the irrational numbers context

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Rejane Siqueira Julio ◽  
Guilherme Francisco Ferreira ◽  
Romulo Campos Lins
Keyword(s):  
Teacher Education ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
History Of Mathematics ◽  
Mathematical Activity ◽  
Irrational Numbers ◽  
History Of ◽  
And Mathematics

Este artigo tem o objetivo de discutir legitimidades matemáticas para responder a certos questionamentos sobre a “matemática do professor de matemática” ser considerada um modo de pensar a matemática na formação de professores. Para isso, abordamos as noções de matemática do professor de matemática, matemática do matemático e atividade matemática, na ótica do Modelo dos Campos Semânticos, por meio de comentários hipotéticos sobre a realização de uma proposta de atividade, de cunho histórico, envolvendo os números irracionais. Para concluir, argumentamos sobre a caracterização de atividade matemática ser uma possibilidade de compreender o compartilhamento de legitimidades entre a matemática praticada pelos professores de matemática e a matemática praticada por matemáticos.This paper aims to discuss mathematical legitimacies as an answer to some questions about “mathematics of the mathematics teacher” as a way to think the mathematics in the mathematics teacher education. In this discussion, we approach the notions of mathematics of the mathematics teacher, mathematics of the mathematician and mathematical activity according to the Model of Semantics Fields, through hypothetical comments about the realization of a task, based on history of mathematics, involving irrational numbers. In conclusion, we argue about the possibility to consider the characterization of mathematical activity as a way of understanding the sharing of legitimacies between mathematics practiced by mathematics teachers and mathematics practiced by mathematicians.

scholarly journals The History of Initial Teacher Education in Wales: Lessons from the Past?

2020 ◽  
Vol 22 (1) ◽  
pp. 7-36
Author(s):  
Russell Grigg ◽  
David Egan
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Historical Context ◽  
Initial Teacher Education ◽  
History Of ◽  
Central Argument ◽  
Historical Developments ◽  
Past Experiences ◽  
Future Of Education ◽  
Do So

This paper outlines the historical context within which the current reforms to initial teacher education in Wales can be viewed. The first section sketches the main historical developments before exploring three key themes which continue to have strong resonance today: the rationale and curriculum for teacher education, the nature of school/University collaboration in teacher preparation and the development of educational research within initial teacher education, at University and school partnership level. The central argument is that if teacher educators are to contribute fully to the wider reforms which are taking place within the education system in Wales, they would be wise to critically reflect on past experiences of the three themes discussed. The paper concludes that a failure to do so might leave providers ill-informed, underprepared and always reacting to change rather than taking a proactive and well-defined role in influencing the future of education in Wales.

scholarly journals LA HISTORIA DE LAS MATEMÁTICAS EN LOS CURSOS DE EDUCACIÓN BÁSICA EN PORTUGAL: UNA REFLEXIÓN PARA LA FORMACIÓN DEL PROFESORADO

PARADIGMA ◽  
2020 ◽  
pp. 01-19
Author(s):  
Hélder Pinto ◽  
Cecília Costa
Keyword(s):  
Teacher Education ◽  
History Of Mathematics ◽  
Teacher Education Programs ◽  
Special Focus ◽  
International Studies ◽  
Educational Context ◽  
Education Programs ◽  
Mathematics History ◽  
History Of ◽  
Solving Equations

La Historia de las Matemáticas (HM) es una herramienta que puede ser muy útil en un contexto educativo. Sin embargo, la HM es un cuerpo de saber muy extenso y es necesario reflexionar cual HM debe ser enseñada en la formación inicial de los profesores en los primeros años de escolaridad. En este artículo hacemos esta reflexión tratando de justificar qué contenidos HM son realmente esenciales para los profesores y para sus futuras prácticas profesionales. En nuestra opinión, los contenidos de HM deben centrarse en los temas: sistemas de numeración de diversos pueblos, diferentes algoritmos para realizar operaciones aritméticas y resolver ecuaciones, tópicos de la geometría, así como el conocimiento de varios puntos de HM local/nacional. También damos una breve descripción de lo que son los cursos de Educación Básica en Portugal, prestando especial atención a las matemáticas que se enseñaban en estos cursos. Por otro lado, también presentamos varias referencias a estudios internacionales donde se atestigua la importancia de usar HM en el aula.Palabras clave: Educación básica Formación del profesorado, historia de las matemáticas, historia de las matemáticas como herramienta en un contexto educativo. HISTORY OF MATHEMATICS IN PORTUGUESE INITIAL BASIC TEACHER EDUCATION PROGRAMS: A REFLECTION FOR TEACHER TRAININGAbstractHistory of Mathematics (HM) is a tool that can be very useful in an educational context. However, HM is a very broad corpus of knowledge and it is necessary to reflect on what HM should be taught in the initial basic teacher education programs. In this paper, we make this reflection by trying to justify which HM contents are truly essential for teachers and their future professional practices. In our opinion, HM contents should focus on the following topics: diverse ancient peoples numbering systems, different algorithms for performing arithmetic operations and solving equations, geometry topics, as well as knowledge of various local/national HM aspects. We also give a brief description of Portuguese initial basic teacher education programs, giving special focus on the mathematics syllabus in these programs. And we present several references to international studies that show the importance of using HM in the classroom context.Keywords: Training of elementary school teachers, history of mathematics, history of mathematics as a tool in educational context. A HISTÓRIA DA MATEMÁTICA NOS CURSOS DE EDUCAÇÃO BÁSICA EM PORTUGAL: UMA REFLEXÃO PARA A FORMAÇÃO DE PROFESSORESResumoA História da Matemática (HM) é uma ferramenta que poderá ser muito útil em contexto educativo. Contudo, a HM é um corpo de saber muito extenso e é necessário refletir qual a HM que deverá ser ensinada na formação inicial de professores dos primeiros anos de escolaridade. Neste artigo fazemos essa reflexão tentando justificar quais os conteúdos de HM verdadeiramente essenciais para os professores e para as suas práticas profissionais futuras. Na nossa opinião, os conteúdos de HM deverão centrar-se nos temas: sistemas de numeração de diversos povos, diferentes algoritmos para realizar operações aritméticas e resolver equações, tópicos de geometria, bem como o conhecimento de vários pontos de HM local/nacional. Fazemos ainda uma breve descrição do que são os cursos de Educação Básica em Portugal, dando especial enfoque nas matemáticas lecionadas nesses cursos. Por outro lado, apresentamos também várias referências a estudos internacionais onde se atesta a importância da utilização da HM em contexto de sala de aula.Palavras- chave: Formação de professores do ensino básico, história da matemática, história da matemática como ferramenta em contexto educativo.

scholarly journals Teachers’ Perceptions of Essential Mathematics Concepts in Teacher Education Mathematics Courses

2016 ◽  
Vol 10 (4) ◽  
pp. 2241-2247
Author(s):  
Modise Mosothwane
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Student Teachers ◽  
Teacher Education Program ◽  
History Of Mathematics ◽  
Structured Interview ◽  
Colleges Of Education ◽  
Essential Components ◽  
History Of ◽  
Education Courses

This study investigates pre-service teachers’ perceptions of essential components of mathematics education courses offered in primary colleges of education in Botswana. Data for this study were obtained from 11 3rd year student teachers who enrolled in mathematics education courses. The student teachers responded to structured interview protocol questions designed for the study. The analysis of data was framed in qualitative tradition using excerpts taken from student teachers’ responses .The results of the study suggest that student teachers perceived ‘history of mathematics, modelling, contemporary issues in mathematics education, beliefs and attitudes, mathematics and culture as non- essential parts of mathematics education. The results of the study also suggest that mathematics education courses offered by primary colleges of education do not prepare pre-service teachers for degree courses that would be taken at the university level. Implications for teacher education program are discussed in the light of the findings.

Sign in / Sign up

Export Citation Format

Share Document