Voices and texts in Swedish mathematics teacher education

• Instead of getting access to the diversity of perspectives in mathematics education, prospectivemathematics teachers read secondary sources of research providing a local or skewed image ofthe field. It then becomes important to see what is assumed scholarly sufficient for inclusion astexts for prospective mathematics teachers. The literature from a mathematics teacherprogramme, in Sweden, was submitted to an analysis of authors’ occupation and country ofresidence as well as what types of texts the prospective teachers read. Through these texts, theprospective teachers were invited to participate in a local practice-based intellectualconversation. Besides risking not engaging with the forefront of research, there is a risk thatprospective teachers are not sufficiently invited to challenge the educational philosophies withwhich they are accustomed.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

Nyckelord

matematikämnets didaktik

Mathematics Education

Publikations- och innehållstyp

ref (ämneskategori)

kon (ämneskategori)