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The space between pre-service primary teachers’ first year status and their goals
Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. (LISMA)ORCID-id: 0000-0002-3613-6132
Högskolan Kristianstad, Fakulteten för lärarutbildning. (LISMA)
2018 (engelsk)Inngår i: Proceedings of Madif 11, 2018, s. 222-Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

Students’ mathematics teacher identity is formed in various settings. A study with 45 pre-service students in their first year of education was conducted as part of alongitudinal study of year 4-6 mathematics teachers’ identity formation, to study the development during their education in terms of mathematical knowledge, pupils’ learning and the teacher role. Questionnaires and interviews were used to collect data. The result shows that many students were reluctant to use mathematics and had conceptions that may mislead pupils. The students’ learning focus was less on pupils’ learning than mathematics and teacher role, but theirideal teacher focused on pupils’ learning.

sted, utgiver, år, opplag, sider
2018. s. 222-
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-18046OAI: oai:DiVA.org:hkr-18046DiVA, id: diva2:1205430
Konferanse
Madif 11, Karlstads universitet, 23-24 januari 2018
Tilgjengelig fra: 2018-05-14 Laget: 2018-05-14 Sist oppdatert: 2019-01-29bibliografisk kontrollert

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