Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/24815
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dc.contributor.authorAlderton, J-
dc.contributor.authorIneson, G-
dc.contributor.authorDonaldson, G-
dc.contributor.authorRowland, T-
dc.contributor.authorVoutsina, C-
dc.contributor.authorWilson, K-
dc.date.accessioned2022-07-07T08:38:53Z-
dc.date.available2022-07-07T08:38:53Z-
dc.date.issued2022-06-14-
dc.identifier.citationAlderton, J., Ineson, G., Donaldson, G., Rowland, T., Voutsina, C. and Wilson, K. (2022) '“You see things that you wouldn’t have seen otherwise”: enabling elementary preservice teachers to share different ways of seeing mathematics', Mathematics Education Research Journal, 0 (in press), pp. 1 - 26. doi: 10.1007/s13394-022-00423-z.en_US
dc.identifier.issn1033-2170-
dc.identifier.urihttps://bura.brunel.ac.uk/handle/2438/24815-
dc.description.abstractCopyright © The Author(s) 2022. Finding opportunities for elementary preservice teachers to engage in mathematics for themselves and to collaborate in their enquiries was the focus of this study, carried out at two English Universities. Preservice teachers on 1-year postgraduate programmes engaged in shared mathematics enquiry, with a focus on growing patterns. We conducted interviews with 15 preservice teachers and analysed the interview data alongside their subsequent lesson plans and lesson evaluations. We explored the awarenesses that emerged through deliberate retrospective analysis of sharing what others were seeing and how this influenced their prospective thinking about their own teaching. Our findings indicate that even when preservice teachers struggle to make sense of what others are seeing, they recognise that some approaches may be more efficient or insightful than others, and that listening to others’ ideas is a powerful learning opportunity for teachers and children. This has implications for initial teacher education programmes internationally. There is value in providing preservice teachers with opportunities to engage with mathematics as a shared experience, and in enabling and supporting deliberate retrospective and prospective reflection of this activity.en_US
dc.format.extent1 - 26-
dc.format.mediumPrint-Electronic-
dc.languageEngland-
dc.language.isoenen_US
dc.publisherSpringer Natureen_US
dc.rightsCopyright © The Author(s) 2022. Rights and permissions Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit https://creativecommons.org/licenses/by/4.0/.-
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/-
dc.subjectmathematicsen_US
dc.subjectawarenessen_US
dc.subjectelementary preservice teachersen_US
dc.subjectshared activityen_US
dc.subjectseeingen_US
dc.subjectgrowing patternsen_US
dc.title“You see things that you wouldn’t have seen otherwise”: enabling elementary preservice teachers to share different ways of seeing mathematicsen_US
dc.typeArticleen_US
dc.identifier.doihttps://doi.org/10.1007/s13394-022-00423-z-
dc.relation.isPartOfMathematics Education Research Journal-
pubs.publication-statusPublished online-
pubs.volume0-
dc.identifier.eissn2211-050X-
dc.rights.holderThe Author(s)-
Appears in Collections:Dept of Education Research Papers

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