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ERIC Number: EJ1184864
Record Type: Journal
Publication Date: 2018
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1029-8457
Dissonance and Continuity in the Mathematical Education and Training Experiences of Pre-Service Secondary Mathematics Teachers
Ramdhany, Viren; Venkat, Hamsa; Christiansen, Iben Maj
African Journal of Research in Mathematics, Science and Technology Education, v22 n2 p186-195 2018
The education and professional development of pre-service mathematics teachers occur across different contexts. Key contexts of mathematics learning and learning to teach are school, university undergraduate mathematics and mathematics teaching-related learning in teacher education courses. International literature suggests that each of these contexts legitimises different views of mathematics teaching and learning. For pre-service teachers traversing these contexts, moves between sites can be experienced in more continuous or more dissonant ways. The disjunctures associated with dissonant experiences lead to openings for value judgments related to the distinctions that are drawn, opening possibilities for a wider range of pedagogic decisions. In this paper, we explore, through interviews with four pre-service teachers in one post-graduate certificate of education (PGCE) course, perceptions of continuity and dissonance across sites related to mathematics and mathematics education, and teaching and learning. Our findings point largely to experiences of continuity between the high school and undergraduate contexts, with the PGCE course recognised as different from these contexts.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A