scholarly journals Negotiating Identity Within Diverse Educational Ideologies

2021 ◽  
Vol 10 (2) ◽  
pp. 213
Author(s):  
Hege Marie Poulaki Mandt
Keyword(s):  
Teacher Education ◽  
Mathematics Teachers ◽  
Education Program ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Negotiation Of Identity ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Educational Ideology ◽  
Prospective Mathematics Teachers

We know that teachers’ identities and their ideological assumptions of teaching and learning mathematics are critical in influencing their teaching and thinking about classroom practices. To better understand prospective mathematics teachers’ identity during teacher education, this study investigates how two participants negotiate their identity within the different ideologies they experience during their teacher education program. This study takes the position that prospective mathematics teachers’ identities are understood in terms of the narratives they construct and tell about themselves and others. By using Interpretive Phenomenological Analysis (IPA), this study reveals that the participants either experienced a non-negotiation of identity or a negotiation of a new identity. We know that prospective mathematics schoolteacher’s identity and ideology have substantial consequences for the teaching and learning of mathematics. The educational ideology of mathematics, within the context of their teacher education program, can further shape the prospective teacher’s identity about the discipline. This study suggests greater focus on prospective mathematics teacher identities and ideologies and indicates the support they need through teacher education to be equipped for their future role as mathematics teachers.

scholarly journals Student teachers’ perceptions of democracy in the mathematics classroom: Freedom, equality and dialogue

Pythagoras ◽  
2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Wajeeh Daher
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematics Teacher Education ◽  
Comparison Method ◽  
Teachers Perceptions ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Two Stages

This article studies student teachers’ perceptions of the pedagogic and didactic aspects of teaching and learning mathematics in a democratic classroom. It is concerned primarily with issues of democracy in the mathematics classroom, specifically freedom, equality and dialogue. The research was conducted in two mathematics teacher education classes, where students were in their third year of study to major in mathematics. To find these students’ perceptions of democracy in the mathematics classroom the first two stages of the constant comparison method were followed to arrive at categories of democratic and undemocratic acts. The participants in the research emphasised that instructors should refrain from giving some students more time or opportunities to express themselves or act in the mathematics classroom than other students, because this would make them feel unequal and possibly make them unwilling to participate further in the mathematics classroom. The participants also emphasised that instructors should not exert their power to stop the flow of students’ actions in the mathematics classroom, because this would trouble them and make them lose control of their actions. Further, the participants mentioned that instructors would do better to connect to students’ ways of doing mathematics, especially of defining mathematical terms, so that students appreciate the correct ways of doing mathematics and defining its terms.

Re-Thinking Pre-Service Mathematics Teachers Preparation

2012 ◽  
pp. 316-336 ◽  
Author(s):  
Margaret L. Niess
Keyword(s):  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Teacher Preparation Programs ◽  
Learning Tools ◽  
Preparation Programs ◽  
Teaching Content ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Pre Service Teacher

Powerful and modern digital technologies have significantly impacted mathematics teaching – both what is to be learned and how it should be learned. Technology, pedagogy, and content knowledge (TPACK) is the knowledge that teachers rely on for teaching content with appropriate digital technologies. What preparation do mathematics teachers need in order to develop this knowledge needed for integrating appropriate digital technologies as teaching and learning tools? The challenges of understanding TPACK and identifying appropriate educational programs for pre-service mathematics teachers call for thoughtful attention toward the development of the knowledge, skills, and dispositions that support the dynamic nature embedded within the TPACK construct. The design of appropriate pre-service teacher learning trajectories for developing a rigorous TPACK emphasizes that both how and where they learn to teach mathematics are fundamental to what is learned about teaching and learning mathematics. Redesign ideas and models support re-thinking and re-designing pre-service mathematics teacher preparation programs.

For Your Information: Publications – March 2011

2011 ◽  
Vol 104 (7) ◽  
pp. 557-559
Keyword(s):  
Mathematics Teachers ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Teaching Skills ◽  
Positive Effects ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Preservice Mathematics Teachers

A great deal has been written about mentoring and its positive effects on the development of important teaching skills. By focusing on mentors for preservice mathematics teachers, this work fills a gap in that literature, complementing related publications on mentoring beginning and experienced mathematics teachers. This resource is designed to support mentors in bridging the gap between the theory of teaching and learning mathematics to the reality of the classroom environment. Its useful strategies and information will assist the mentor of preservice mathematics teachers in providing knowledgeable, informed, and supportive guidance.

scholarly journals Promoting Critical Thinking Through Discussion

2007 ◽  
Vol 4 (6) ◽  
Author(s):  
Valeri R. Helterbran
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Education Program ◽  
Student Voice ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Thinking Skills ◽  
Democratic Society ◽  
Initial Experience ◽  
College Level

Being able to think and speak effectively and thoughtfully is a valuable commodity to function successfully with civility in a democratic society and must be practiced. A form of discussion called Socratic seminaring, enhances teaching and learning at the college level in this regard by encouraging the development of thinking skills and student voice. In this article, readers are offered an opportunity to view the author’s initial experience with this form of discussion at the college level within a teacher education program from theoretical and practical lenses.

scholarly journals Perceptions of Pre-service Teachers toward Teaching and Learning Mathematics in Bhutan

2021 ◽  
pp. 39-48
Author(s):  
Karma Dorji ◽  
Karma Wangchuk
Keyword(s):  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Colleges Of Education ◽  
Male And Female ◽  
Teachers Perceptions ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Significant Difference ◽  
Perceptions Of Teaching

This study was carried out to investigate the perceptions of teaching and learning Mathematics by the pre-service Mathematics teachers in Bhutan. The research has employed quantitative methods. A five-point Likert scale survey questionnaire was administered to collect the data. The participants included both male and female pre-service Mathematics teachers from 2 colleges of education in Bhutan aged 18-29 (N = 261). In order to examine the perceptions of Mathematics, the mean interpretation developed by Roble and Bacabac (2016) was used and found that perceptions of pre-service teachers teaching and learning Mathematics were high indicating they enjoy teaching and learning Mathematics. The analysis also showed that there was no significant difference between male and female pre-service teachers perceptions toward teaching and learning Mathematics in Bhutan. Further, the findings also indicated there was no significant difference in perceptions of teaching and learning Mathematics between pre-service teachers at College A and College B. The College of Education might consider devoting additional attention to improving teaching practices in order to experience the real classroom scenario.

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