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

Tracy Helliwell, Julian Brown

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

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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
Title of host publicationProceedings of the Eleventh Congress of the European Society for Research in Mathematics Education
Subtitle of host publicationUtrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME
PublisherEuropean Society for Research in Mathematics Education (ERME)
Number of pages8
Publication statusPublished - 4 Apr 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
Country/TerritoryNetherlands
CityUtrecht
Period6/02/1910/02/19
Internet address

Research Groups and Themes

  • SoE Mathematics Education Research Network

Keywords

  • Becoming
  • Mathematics teacher educators
  • Co/autoethnography
  • Conviction

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