A4 Vertaisarvioitu artikkeli konferenssijulkaisussa
What can metaphor tasks offer for exploring preservice mathematics teachers’ beliefs?
Tekijät: Çiğdem Haser
Toimittaja: U. T. Jankvist, M. van den Heuvel-Panhuizen & M. Veldhuis
Konferenssin vakiintunut nimi: Congress of the European Society for Research in Mathematics Education
Julkaisuvuosi: 2019
Kokoomateoksen nimi: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education
Aloitussivu: 1445
Lopetussivu: 1452
ISBN: 978-90-73346-75-8
Verkko-osoite: https://hal.archives-ouvertes.fr/hal-02410073v1
Rinnakkaistallenteen osoite: https://research.utu.fi/converis/portal/detail/Publication/44665061
The purpose of this study was to investigate preservice middle school
mathematics teachers’ (PMT) beliefs about the nature of mathematics in
metaphor tasks when they are designed and analyzed in different ways and
their beliefs about mathematics teacher. Nine PMTs attending the
practice teaching course completed four metaphor tasks (two open-ended,
two structured) about mathematics, mathematics teacher, mathematics
teaching and learning through the semester. The metaphors they produced
were analyzed both by the revised version (Löfström et al., 2010) of the
identity framework by Beijard et al. (2000) and with an inductive
analysis. Findings suggested that employing open-ended task structure
and inductive analysis might provide more information about PMTs’
beliefs about the nature of mathematics even in metaphors that are not
constructed for mathematics.
Ladattava julkaisu This is an electronic reprint of the original article. |  |
