NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ814625
Record Type: Journal
Publication Date: 2005-May
Pages: 15
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-1742-5964
Becoming a Teacher of Mathematics
Pereira, Peter
Studying Teacher Education, v1 n1 p69-83 May 2005
For many years I have engaged future mathematics teachers in activities that focus on emotional dimensions of their learning. Even those teachers who were able to reconstruct themselves as learners of mathematics had difficulties with changing their practice. Through a series of autobiographical stories, I examine my own experiences as a teacher and a learner. These stories--one from a computer class, one from a workshop for elementary teachers, one from college, and one from eighth grade--serve as data from which I draw themes that capture the tensions that I experience as I teach. Sharing these tensions with mathematics teachers has had an impact on the way the teachers talk about their teaching and promises to change how they teach. The paper is written to encourage teacher educators to adopt the practice of sharing teaching and learning stories with their students. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A