The professional identities of prospective mathematics teachers who teach through programming

Abstract

As has been the case in many countries around the world, the new Norwegian curriculum from 2020 included programming as part of mathematics education. However, little is known about how prospective teachers perceive this addition in regard to their developing professional identities. When the results from an electronic survey of 394 prospective teachers showed unexpected findings, five of the subjects were asked to participate in a focus group interview in order to explore some of these results. The focus group interview was conducted to understand how prospective teachers considered the past, present and future aspects of their professional identities as teachers of mathematics through programming. The results reveal that, although the prospective teachers had little experience of programming, they were positive regarding its implementation in mathematics lessons because they identified themselves as digital natives; they therefore believed that learning to program would be easy. They aligned themselves with their students, as masters of technology, in contrast to their future colleagues, whom they implicitly described as digital immigrants. The findings of this study have implications for teacher education. Even if the prospective teachers have a positive attitude toward programming and consider themselves digitally competent, a limited understanding of how programming can be integrated into their mathematics teaching will affect the identities that they see for themselves as teachers who teach mathematics through programming.

Impact of Computer Programming on Mathematics Education in K-12: Literature Review and Perspectives

“…The second domain, concerning teacher training and pedagogical challenges, reveals essential findings. Indeed, Kaufmann et al (2023) advance that the key element in integrating programming into mathematics lies in enjoyment. They emphasize the importance of linking programming to the mathematical concepts to be learned and focus on learner motivation as an essential catalyst for learning.…”

“…The second axis focuses on the role of teacher training. Kaufmann et al (2023) explore how programming influences the professional identity of future teachers. Stigberg and Stigberg (2019) focus on integrating programming into teaching, using different languages primarily to teach geometry.…”

“…Interviews and discussions delved deep into participants' knowledge and experiences, providing profound insights into their viewpoints. Even in cases where a single method was used, there was a tendency towards qualitative approaches such as interviews and discussions as demonstrated by Benton et al (2018), Kaufmann et al (2023), Stigberg and Stigberg (2019), group conversations and discussions Cui and Ng (2020), Kaufmann and Stenseth (2020), or the use of detailed questionnaires Lambic (2011). These methodological choices seem driven by a desire for comprehensive and nuanced exploration of the subjects.…”