Enactivism and professional noticing: In dialogue as mathematics teacher educators

Salvador Llinares, Laurinda Brown

Research output: Chapter in Book/Report/Conference proceedingConference Contribution (Conference Proceeding)

Abstract

Laurinda and Salvador both work in Mathematics Teacher Education (MTE) in different institutional contexts and with different perspectives. We are working, together with colleagues in our universities, dialoguing about how the different aspects of enactivism and professional noticing approaches can help us learn as mathematics teacher educators about prospective teachers’ learning. We consider how activities in mathematics teacher education shape the way in which prospective teachers reason about teaching situations.
Original languageEnglish
Title of host publicationProceedings of the British Society for Research into Learning Mathematics
EditorsFiona Curtis
Volume38
Edition3
Publication statusAccepted/In press - 3 Jan 2019

Keywords

  • Enactivism
  • Professional noticing
  • Prospective teacher learning
  • mathematics teacher educator learning

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