Formulating our formulations: the emergence of conviction as becoming mathematics teacher educators

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Abstract

This paper is an expression of how the authors are collectively becoming mathematics teacher educators, as they write and speak into one another’s lives through the process of co/autoethnography. Extracts are presented from extended conversations between the authors, illustrating their process of formulating through reflecting on, and consciously appreciating, their unformulated actions as mathematics teacher educators. In their expression of the process of becoming, the authors begin to formulate the notion of conviction. From their enactivist perspective, they see their convictions emerging through the process of becoming mathematics teacher educators and their process of becoming mathematics teacher educators as the emergence of their convictions.
Original languageEnglish
Number of pages8
Publication statusPublished - 10 Feb 2019
Event11th Congress of the European Society for Research in Mathematics Education (CERME11) - Freudenthal Institute, of Utrecht University, Utrecht, Netherlands
Duration: 6 Feb 201910 Feb 2019
Conference number: 11
https://cerme11.org/

Conference

Conference11th Congress of the European Society for Research in Mathematics Education (CERME11)
Abbreviated titleCERME
CountryNetherlands
CityUtrecht
Period6/02/1910/02/19
Internet address

Keywords

  • Becoming
  • Mathematics teacher educators
  • co/autoethnography
  • conviction

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    Helliwell, T., & Brown, J. (2019). Formulating our formulations: the emergence of conviction as becoming mathematics teacher educators. Paper presented at 11th Congress of the European Society for Research in Mathematics Education (CERME11), Utrecht, Netherlands.