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ERIC Number: EJ917781
Record Type: Journal
Publication Date: 2011-Apr
Pages: 12
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1356-2517
Beginning a Pre-Service Teacher's Mathematical Identity Work through Narrative Rehabilitation and Bibliotherapy
Lutovac, Sonja; Kaasila, Raimo
Teaching in Higher Education, v16 n2 p225-236 Apr 2011
In our study, we face two challenges. First, a negative view of mathematics is a widespread phenomenon among pre-service elementary teachers. Therefore, teacher education programs should find a way to handle this phenomenon. Second, we see that identity work in the domain of mathematics education needs to be conceptualized more. Here, we apply an interactionist framework and describe narrative rehabilitation and bibliotherapy as tools for handling pre-service teachers' negative experiences from their school years. Through Ulla's case, we explicate how narratives as tools enhanced her view of mathematics and her teaching practice. Furthermore, through her mathematical biography we conceptualize mathematical identity work. (Contains 1 note.)
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 - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland