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Disentangle a Student Teacher's Participation during Teacher Education
Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
2013 (English)In: Eighth Congress of European Research in Mathematics Education (CERME), European Society for Research in Mathematics Education, 2013Conference paper, (Refereed)
Abstract [en]

The effect of teacher education is of international interest, at the same time expectations on newly educated teachers increase. Deep understanding of what it means to become a primary school mathematics teacher is necessary and this constitutes the focus in the research project. The aim of this paper is to illustrate how two conceptual frameworks, System Functional Linguistics and Patterns of Participation, have been used in the study. The first has been used as a methodological tool and the second as an analytical tool. The use of these will be illustrated by the case of Lisa, a student teacher. The results show that System Functional Linguistics successfully disentangles the heritage of Lisa’s past and present practices, and facilitates interpretations through Patterns of Participation.

Place, publisher, year, edition, pages
European Society for Research in Mathematics Education, 2013.
Keyword [en]
identity development, participation, student teacher, teacher education
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-25555OAI: oai:DiVA.org:lnu-25555DiVA: diva2:620022
Conference
Eighth Congress of European Research in Mathematics Education (CERME), 6-10 February, 2013, Antalya
Available from: 2013-05-07 Created: 2013-05-07 Last updated: 2017-05-02Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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