Storylines in Voices of Frustration: Implications for Mathematics Teacher Education in Changing Times
We have interviewed becoming mathematics teachers, in the last semester of their education, asking how they experience their time as teacher students with the focus on inclusive teaching. In their forthcoming daily work, they will be responsible for arranging for inclusive teaching that addresses al...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-08-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/13/8/816 |
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| author | Annica Andersson Trine Foyn Anita Movik Simensen David Wagner |
| author_facet | Annica Andersson Trine Foyn Anita Movik Simensen David Wagner |
| author_sort | Annica Andersson |
| collection | DOAJ |
| description | We have interviewed becoming mathematics teachers, in the last semester of their education, asking how they experience their time as teacher students with the focus on inclusive teaching. In their forthcoming daily work, they will be responsible for arranging for inclusive teaching that addresses all the learners’ needs in mathematics. We believe the voices of future teachers are important to include in conversations about how programs prepare future mathematics teachers for the work of teaching in today’s schools and classrooms. We used storylines as a theoretical construct to discuss the socio-political aspects of mathematics teacher education through the lens of two research questions: What storylines emerged in interviews with becoming mathematics teachers in their last semester of teacher education when they talked about teaching in diverse classrooms? What implications might these storylines have on mathematics teacher education? Our analysis made us aware of three important storylines: (1) storylines about the importance of language in mathematics education; (2) storylines about the importance of accepting diverse methods when doing mathematics; and (3) storylines about issues of invisibility at play in mathematics classrooms. In this paper, we discuss the importance of creating space for discussions in teacher education about issues that may challenge inclusive practices in mathematics classrooms. |
| first_indexed | 2024-03-10T23:59:06Z |
| format | Article |
| id | doaj.art-4ae5ac2f44554c15a8281a4a4f0be574 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T23:59:06Z |
| publishDate | 2023-08-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-4ae5ac2f44554c15a8281a4a4f0be5742023-11-19T00:51:54ZengMDPI AGEducation Sciences2227-71022023-08-0113881610.3390/educsci13080816Storylines in Voices of Frustration: Implications for Mathematics Teacher Education in Changing TimesAnnica Andersson0Trine Foyn1Anita Movik Simensen2David Wagner3Department of Mathematics and Science Education, Faculty of Humanities, Sports and Educational Science, University of South-Eastern Norway—USN, 3679 Notodden, NorwayDepartment of Mathematics and Science Education, Faculty of Humanities, Sports and Educational Science, University of South-Eastern Norway—USN, 3679 Notodden, NorwayDepartment of Education, Faculty of Humanities, Social Sciences and Education, UiT The Arctic University of Norway, 9510 Alta, NorwayFaculty of Education, University of New Brunswick, Fredericton, NB E3B 5A3, CanadaWe have interviewed becoming mathematics teachers, in the last semester of their education, asking how they experience their time as teacher students with the focus on inclusive teaching. In their forthcoming daily work, they will be responsible for arranging for inclusive teaching that addresses all the learners’ needs in mathematics. We believe the voices of future teachers are important to include in conversations about how programs prepare future mathematics teachers for the work of teaching in today’s schools and classrooms. We used storylines as a theoretical construct to discuss the socio-political aspects of mathematics teacher education through the lens of two research questions: What storylines emerged in interviews with becoming mathematics teachers in their last semester of teacher education when they talked about teaching in diverse classrooms? What implications might these storylines have on mathematics teacher education? Our analysis made us aware of three important storylines: (1) storylines about the importance of language in mathematics education; (2) storylines about the importance of accepting diverse methods when doing mathematics; and (3) storylines about issues of invisibility at play in mathematics classrooms. In this paper, we discuss the importance of creating space for discussions in teacher education about issues that may challenge inclusive practices in mathematics classrooms.https://www.mdpi.com/2227-7102/13/8/816diversityteacher educationminoritized studentsmathematicsstorylineslanguage |
| spellingShingle | Annica Andersson Trine Foyn Anita Movik Simensen David Wagner Storylines in Voices of Frustration: Implications for Mathematics Teacher Education in Changing Times Education Sciences diversity teacher education minoritized students mathematics storylines language |
| title | Storylines in Voices of Frustration: Implications for Mathematics Teacher Education in Changing Times |
| title_full | Storylines in Voices of Frustration: Implications for Mathematics Teacher Education in Changing Times |
| title_fullStr | Storylines in Voices of Frustration: Implications for Mathematics Teacher Education in Changing Times |
| title_full_unstemmed | Storylines in Voices of Frustration: Implications for Mathematics Teacher Education in Changing Times |
| title_short | Storylines in Voices of Frustration: Implications for Mathematics Teacher Education in Changing Times |
| title_sort | storylines in voices of frustration implications for mathematics teacher education in changing times |
| topic | diversity teacher education minoritized students mathematics storylines language |
| url | https://www.mdpi.com/2227-7102/13/8/816 |
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