Primary School Teachers’ Image of a Mathematics Teacher

Palmér, Hanna

doi:10.1007/978-3-658-09614-4_10

Cited by 3 publications

(2 citation statements)

References 12 publications

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“…From the perspective of novice teachers, several studies have yielded not dissimilar finding to those above. For example, reflecting the tensions identified by Palmér's (2015), Cross Francis et al (2018 case study of seven Swedish novice teachers found none construing themselves as mathematics teachers, but generalist teachers of primary-aged children. For them, a teacher of mathematics was someone who taught only mathematics, in the manner of a secondary teacher and was clearly tied to perceptions of subject competence.…”

Section: The Mathematics-related Identity Of Primary Teachersmentioning

confidence: 99%

The experiential construction of mathematics teacher identity and the impact of early mathematical failure

Xenofontos¹,

Andrews

2023

Front. Educ.

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It is broadly accepted that teachers’ professional identities influence how they teach and what their pupils learn. In this paper, drawing on semi-structured interviews with 22 experienced primary teachers from the Republic of Cyprus, we explore the construction of informants’ professional identities with a specific focus on mathematics teaching. Analyses, undertaken according to the constant comparison method, yielded three broad themes, implicated in differing ways in the construction and manifestation of informants’ identities: prior experiences of mathematics, mathematical competence, and images of the self-as-teacher. Overall, teachers fell into two groups, which analyses led us to construe as either mathematical victors or mathematical victims. Mathematical victors had experienced success as learners of school mathematics, from which pleasure, pride, and confidence in their mathematical knowledge for teaching emerged. Their teaching, which emphasized pupils’ attainment of similar enjoyment and success, focused on abstraction and mathematical reasoning. Mathematical victims had experienced failure as learners of school mathematics, from which anxiety and a restricted mathematical knowledge for teaching emerged. Their teaching, which emphasized positive pupil experiences, focused on affect rather than cognition and an avoidance of “traditional” teaching. However, both groups, despite their confident assertions, appeared unaware of the potential of their actions for creating new victims. The findings, which are discussed in relation to existing literature, confirm the complex nature of mathematics teachers’ identities and highlight, in particular, the need for further research into the formative role of teachers’ prior experiences of mathematics, whether positive or negative.

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Section: The Mathematics-related Identity Of Primary Teachersmentioning

confidence: 99%

The experiential construction of mathematics teacher identity and the impact of early mathematical failure

Xenofontos¹,

Andrews

2023

Front. Educ.

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“…Positive images may help in forming positive beliefs, and negative images may assist in forming negative beliefs toward mathematics that shape the students' interest, attitude, value, and motivation to pursue mathematics or mathematics related subjects for study and future career (Belbase, 2015;FitzSimons, 2002). Also, the images of mathematics formed by students may have a robust relationship to the images of teachers they hold based on their classroom experiences (Palmer, 2015). These classroom experiences are affected by teachers' pedagogical or instructional practices that are influenced by their images of mathematics (Mura, 1995;Sterenberg, 2008).…”

Section: Images Of Mathematics Held By Undergraduate Students Lamichhmentioning

confidence: 99%

Images of Mathematics Held by Undergraduate Students

Lamichhane

Belbase

2017

Int. J. Emerg. Math. Educ.

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AbstrakTujuan penelitian ini adalah untuk mengeksplorasi citra matematika dari sudut pandang mahasiswa program sarjana dan faktor-faktor yang mungkin memengaruhinya. Pada penelitian ini, citra matematika dimaknai sebagai pandangan atau representasi mental terhadap matematika, yang dialami oleh mahasiswa program sarjana dalam perjalanan akademiknya melalui interaksi secara luas di sekolah. Penelitian ini menggunakan teori kekerasan simbolis oleh Pierre Bourdieu untuk mengevaluasi citra matematika di mata mahasiswa. Desain penelitian ini adalah eksploratif kualitatif dan interpretatif. Wawancara semi terstruktur digunakan untuk mengumpulkan data teks dari tiga subjek penelitian yang merupakan mahasiswa tingkat akhir program sarjana matematika di Universitas Tribhuvan di Kathmandu. Berdasarkan analisis dan interpretasi tematik dari data tekstual, terdapat empat citra matematika yang muncul dari sudut pandang subjek. Citra-citra tersebut adalah: matematika itu sulit dan abstrak; tidak konteksual; mata pelajaran yang misterius; dan dapat diterapkan di berbagai bidang ilmu. Faktor-faktor penyebab terbentuknya citra tersebut berkaitan dengan pendekatan kurikuler dan pedagogis dari jenjang sekolah hingga perguruan tinggi. Di antaranya adalah metode mengajar yang konvensional dan tidak menguatkan siswa; kurikulum, buku, maupun sumber belajar lainnya yang tidak kontekstual; media pengajaran; serta hakikat matematika itu sendiri.Kata Kunci: citra matematika, hakikat matematika, kekerasan simbolis, pendekatan pedagogis, penelitian kualitatif AbstractThe purpose of this paper is to explore images of mathematics held by undergraduate students and possible influencing factors. We conceptualize the image of mathematics in this study as the mental representations or views of mathematics as undergraduate students experienced during their academic journey through the interaction largely at school and university. Pierre Bourdieu's construct of symbolic violence served as the theoretical lens to evaluate the students' images of mathematics. The design of this study was explorative qualitative and interpretive. We used a semistructured interview to generate data texts from three participants who were senior undergraduate students studying mathematics at an affiliated college of Tribhuvan University in Kathmandu, Nepal. From the thematic analysis and interpretation of the textual data, four common themes emerged as images of mathematics held by the participants. These include--mathematics as a difficult and abstract subject, decontextualized, mysterious, but applicable in different fields. The influencing factors for these images are mainly related to the curricular and pedagogical approaches from schools to university classes. These factors comprise--conventional and disempowering methods of teaching, decontextualized curriculum and textbooks, other teachinglearning resources, the medium of instruction, and nature of mathematics itself. We address pedagogical implications of the findings and present the conclusion.

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Researching Mathematics Teacher Identity: A Theoretical Consideration

Rø

2020

Theorizing and Measuring Affect in Mathematics Teaching and Learning

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Primary School Teachers’ Image of a Mathematics Teacher

Cited by 3 publications

References 12 publications

The experiential construction of mathematics teacher identity and the impact of early mathematical failure

The experiential construction of mathematics teacher identity and the impact of early mathematical failure

Images of Mathematics Held by Undergraduate Students

Researching Mathematics Teacher Identity: A Theoretical Consideration

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