Towards conceptualising failure in mathematics as an autobiographical experience

Lutovac, Sonja; Kaasila, Raimo

doi:10.1080/02619768.2021.1892070

Cited by 6 publications

(6 citation statements)

References 43 publications

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“…Teachers' experiences when implementing a mathematics teaching reform approach that focuses on elementary school students (Treacy, 2017). Analyzing the difficulties experienced by teachers while teaching mathematics (Osei & Agyei, 2023) and experiences of failure in developing prospective mathematics teachers (Lutovac & Kaasila, 2022). A total of 30 articles were included in the search for the professionalism of mathematics teachers but examined their perceptions of preservice programs, assessed teacher performance, explored pedagogical methods, analyzed teacher abilities and studied the experiences of mentors in pre-service programs.…”

Section: Resultsmentioning

confidence: 99%

Mathematics teaching program to become a professional teacher in the digital era: Recent developments

Fatwana,

Mohamed Elsayed,

Azhari

et al. 2024

JPLSE

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This paper presents a systematic literature review aimed at exploring the initiatives undertaken to enhance the professionalism of mathematics teachers in the digital era. Utilizing Scopus as a source, we meticulously selected 7,570 articles based on specific keywords relevant to our research focus. Through a rigorous elimination process guided by defined criteria, we distilled these to 15 pivotal studies that specifically address the augmentation of mathematics teachers' professionalism. Our findings illuminate the evolving landscape of educational practices, particularly highlighting how educational practitioners are increasingly integrating technology to foster professional growth among mathematics teachers. This paper not only showcases various digital learning innovations but also offers a comprehensive analysis of the current state of mathematics teachers' professionalism, thereby contributing valuable insights into the intersection of education, technology, and professional development in the realm of mathematics teaching.

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Section: Resultsmentioning

confidence: 99%

Mathematics teaching program to become a professional teacher in the digital era: Recent developments

Fatwana,

Mohamed Elsayed,

Azhari

et al. 2024

JPLSE

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“…We asked pre-service teachers to reflect upon various issues, such as their autobiographical experiences of failure, what failure is and how they define it, their future students' failure, and the role of the teacher in students' failure. We showed in recent studies that pre-service teachers label various experiences as failure and understand failure in many different ways (Lutovac, 2019(Lutovac, , 2020Lutovac & Flores, 2021;Lutovac & Kaasila, 2021). Moreover, for the most part, preservice teachers often link failure with assessment, specifically, they understand and define it as underperformance and underachievement in assessment circumstances (Lutovac, 2020;Lutovac & Flores, 2021).…”

Section: Introductionmentioning

confidence: 89%

Conceptions of assessment in pre-service teachers’ narratives of students’ failure

Lutovac

Flores

2021

Cambridge Journal of Education

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Pre-service teachers' conceptions of assessment have received relatively little attention in research concerned with professional development in initial teacher education. These conceptions, alongside of others regarding teaching and learning, however, have a great impact on future teachers' instructional practices. In this study, we examine conceptions of assessment indirectly, by analysing 79 Finnish pre-service subject teachers' narratives of students' failure. Our findings reveal four major conceptions: (a) assessment is about feedback and reflection, (b) assessment needs to be personalised and demonstrate students' learning, (c) assessment should take into account students' invested effort, and (d) assessment fails to measure students' success or failure. These findings provide a qualitative insight into and extend both research on teachers' conceptions of assessment as a vital aspect of assessment literacy and research on pre-service teachers' conceptions in particular. The relevance of these findings for future teachers' professional development is discussed.

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“…Even if a mathematics topic is sophisticated, learning mathematics is still enjoyable for students who experience the inspiration (Simamora, 2021). Meanwhile, exploring the experience of prospective teachers is indispensable because it will help teacher educators to develop prospective teachers as future teachers (Kaasila, 2007;Lutovac & Kaasila, 2021;Pellikka et al, 2022). Research on inspiring teacher models has been carried out by Cornejo-Araya and Kronborg (2021).…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, research exploring PMTs' experiences is needed because understanding their experience means understanding their mathematics identity. The mathematical identity of PMTs, a relationship of PMT to mathematics, will affect their professional development as teachers in the future (Kaasila, 2007;Lutovac & Kaasila, 2021;Marschall & Watson, 2022). So, research is urgently needed to understand the profile of inspiring MTEs based on PMT experiences.…”

Section: Introductionmentioning

confidence: 99%

Why is the mathematics educator called inspiring?

Simamora¹,

Darmayasa²,

Kamara³

2022

J. Honai Math

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Inspiration plays a significant role in sparking or enhancing the learning motivation of prospective mathematics teachers (PMTs). Inspiration will also influence the mathematical identity of PMTs’ when they become professional mathematics teachers. A mathematics teacher educator (MTE) can be a source of inspiration for PMTs; hence, a study must identify and explain why an MTE is considered inspiring. This study attempts to develop the theory of inspiring MTEs profiles based on the experience of PMTs. This study included 21 students and 7 lecturers of the Mathematics Education Department in a public university in Indonesia. This qualitative research was conducted employing a grounded theory constructivist approach. The findings revealed that inspiring MTEs possessed the following characteristics: “creating a sense of comfort, being knowledgeable, being motivating, providing fun and enjoyable learning, imparting new insights and comprehension, and being disciplined and authoritative.” According to this theory, an inspiring MTE creates a sense of comfort through their gracious, friendly, humble, and humorous personality. Fun and enjoyable learning in this study is learning that provide a sense of comfort, fun learning, interactive learning, and carrying out evaluations. MTEs give new insight and understanding by explaining in detail, systematically, and easily understood, sharing creative ideas, and providing scaffolding. Implications of this finding are discussed.

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Towards conceptualising failure in mathematics as an autobiographical experience

Cited by 6 publications

References 43 publications

Mathematics teaching program to become a professional teacher in the digital era: Recent developments

Mathematics teaching program to become a professional teacher in the digital era: Recent developments

Conceptions of assessment in pre-service teachers’ narratives of students’ failure

Why is the mathematics educator called inspiring?

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