Abstract
This paper initiates a longitudinal study that explores the growth and development of mathematics teacher educators (MTEs), particularly those transitioning from mathematics teacher to university-based MTE. While existing research often employs self-based methodologies, this study adopts positioning theory as an alternative approach, examining Mikaela, a lower primary school teacher transitioning to a university-based MTE in Sweden. The paper contributes to the broader understanding of growth and development, offering insights into the challenges and strategies involved in transitioning from mathematics teacher to MTE. The study marks the beginning of a more extensive exploration of this transition process, emphasising the need for a nuanced conceptualisations of MTE learning and expertise.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education |
| Publisher | PME |
| Pages | 192-199 |
| Number of pages | 8 |
| Volume | 2 |
| ISBN (Electronic) | 978106702782 |
| Publication status | Published - 21 Jul 2024 |
| Event | 47th Conference of the International Group for the Psychology of Mathematics Education - Massey University Auckland Campus, Auckland, New Zealand Duration: 17 Jul 2024 → 21 Jul 2024 https://events.massey.ac.nz/pme-47-conference/ |
Publication series
| Name | Proceedings of the Conference of the International Group for the Psychology of Mathematics Education |
|---|---|
| ISSN (Electronic) | 0771-100X |
Conference
| Conference | 47th Conference of the International Group for the Psychology of Mathematics Education |
|---|---|
| Abbreviated title | PME 47 |
| Country/Territory | New Zealand |
| City | Auckland |
| Period | 17/07/24 → 21/07/24 |
| Internet address |