Abstract
A group of pre-service teachers were studied from two social practices, as teachers and as students. Their perceptions of mathematics concepts and beliefs about the mathematics teacher role were studied through questionnaires, interviews and classroom observations. Three students were selected as cases in this paper where their links between the concepts limits, derivatives, integrals and continuity were classified in what resulted in an expanded set of prior categories (Juter, 2009). The students’ beliefs about mathematics teacher identities are discussed in connection to the nature of their concept images, and the results reveal an unawareness of the validity and strength of the own concept image. The students who emphasised mathematics in the teacher role were the students with weaker concept images.
| Original language | English |
|---|---|
| Title of host publication | Current state of research on mathematical beliefs XVI |
| Subtitle of host publication | Proceedings of the 16th Conference on Mathematical Views (MAVI 16) |
| Editors | K. Kislenko |
| Place of Publication | Talinn |
| Publisher | Talinn University |
| Pages | 157-173 |
| ISBN (Print) | 978-9949-463-79-4 |
| Publication status | Published - 2011 |
| Externally published | Yes |
| Event | 16th Conference on Mathematical Views, MAVI 16 - Tallinn, Estonia Duration: 2010 Jun 26 → 2010 Jun 29 |
Conference
| Conference | 16th Conference on Mathematical Views, MAVI 16 |
|---|---|
| Country/Territory | Estonia |
| City | Tallinn |
| Period | 2010/06/26 → 2010/06/29 |
Subject classification (UKÄ)
- Didactics (including General and Subject Didactics)