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Chapter 3 Theoretical Perspectives on Learning and Development as a Mathematics Teacher Educator
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Abstract
In this chapter I reflect on some of the challenges of developing school students’ mathematical literacy (ML) that have been touched on in the preceding chapters. To do this, I use an ML-flavoured model of the curriculum design and enactment process that distinguishes between the official curriculum, the operational curriculum, and mediating factors that influence elements of both. Along the way, I identify three ways in which mathematical literacy could be regarded as a disruptive innovation. (1) Mathematical literacy is inherently interdisciplinary and cannot be contained within the disciplinary confines of the official curriculum; (2) In the operational curriculum, teaching for mathematical literacy needs to foster students’ critical thinking and gather evidence of a broader range of learning outcomes than are typically specified in the official curriculum; (3) The emphasis within initial teacher education on preparing discipline experts leaves too little room for developing cross-curricular ML knowledge. These observations are meant to encourage researchers and teachers to embrace the transformative possibilities of embedding mathematical literacy across the school curriculum.
This review is organised around four conceptual themes reflecting current research perspectives on mathematics teacher education: (1) pre-service teacher learning as growth of mathematical and pedagogical content knowledge (learning as knowing); (2) the role of beliefs and affects in preservice teacher learning (learning as believing and feeling); (3) pre-service teacher learning as a sociocultural activity (learning as becoming); (4) teacher educators researching and reflecting on their own practice (learning as inquiring). Recommendations for advancing research in this field address the need for larger scale multidimensional studies, integration and synthesis of existing studies, and for teacher educators to develop a more critical stance in researching their own practices.
This review is organised around four conceptual themes reflecting current research perspectives on mathematics teacher education: (1) pre-service teacher learning as growth of mathematical and pedagogical content knowledge (learning as knowing); (2) the role of beliefs and affects in preservice teacher learning (learning as believing and feeling); (3) pre-service teacher learning as a sociocultural activity (learning as becoming); (4) teacher educators researching and reflecting on their own practice (learning as inquiring). Recommendations for advancing research in this field address the need for larger scale multidimensional studies, integration and synthesis of existing studies, and for teacher educators to develop a more critical stance in researching their own practices.
Mathematics plays an important role in today’s world and is used in daily life more than is often appreciated. Mathematical literacy denotes the competence to deal with the mathematical issues of life in modern society. The underlying purpose of this book is to support the development of rich understandings and practices of how an education for mathematical literacy can be realised. The collected works, emerging from several educational systems, offer a fresh perspective on mathematical literacy and the chapters include practical examples that teachers, pre-service teachers, and teacher educators might adapt to their own needs.
Mathematics plays an important role in today’s world and is used in daily life more than is often appreciated. Mathematical literacy denotes the competence to deal with the mathematical issues of life in modern society. The underlying purpose of this book is to support the development of rich understandings and practices of how an education for mathematical literacy can be realised. The collected works, emerging from several educational systems, offer a fresh perspective on mathematical literacy and the chapters include practical examples that teachers, pre-service teachers, and teacher educators might adapt to their own needs.
Abstract
Mathematical literacy, referred to as numeracy in some countries, is a lifelong skill which students should develop in school. In some countries, such as Australia and Ireland, all teachers are required to embed mathematical literacy practices across the school curriculum. Despite this requirement for teachers to embed mathematical literacy learning across the school curriculum, there is little evidence of the best way to prepare teachers for this task. This chapter presents a review of policy developments and research in the field of mathematical literacy in teacher education. It also reports on a study conducted in Ireland, that explored the perceptions and experiences of pre-service secondary school teachers in relation to how well prepared they felt to embed mathematical literacy practices in different subjects across the school curriculum. The results showed that pre-service teachers need to be given the opportunity to learn about the concept of mathematical literacy and learn how to prepare to embed mathematical literacy practices in different subject disciplines.
8 Developing Professional Knowledge and Identities of Non-Specialist Teachers of Mathematics
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