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ERIC Number: ED501065
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Reference Count: 11
Development of Personal Constructs about Mathematical Tasks--A Qualitative Study Using Repertory Grid Methodology
Lengnink, Katja; Prediger, Susanne
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p39-46
We can fill the gap between theory (of ambitious teacher education) and practice (in mathematics classrooms) more easily, when we take into account that teacher education is not only explicit acquisition of knowledge and methods but also development of individual personal constructs of mathematics and mathematics education. But how can we get knowledge about the development of individual implicit theories of teacher students? In this article, we propose a method to explore teacher students' individual conceptions about learning and teaching mathematics. It is based on Kelly's personal construct theory and uses repertory grid methodology for data collection as well as formal concept analysis for data analysis. The method was applied in a qualitative evaluation study of a pre-service teacher course in Darmstadt. (Contains 5 figures.) [For complete proceedings, see ED500860.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail:; Web site:
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany