Abstract
How might it be possible to research the growth of a mathematics teacher educator in a way that is meaningful to self and others? In this theoretical/methodological report, I explore issues pertinent to research where self is both the observer and the observed. By starting from a research problem, this paper presents the case for self-based methodologies in mathematics teacher education through an examination of self-observation from research in the domain of psychology and existing self-based methodologies in teacher education literature in pursuit of a legitimate approach to enquiry. This paper is a positive move towards one such methodology.
Original language | English |
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Title of host publication | Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education |
Editors | Mellony Graven, Hamsa Venkat, Antony Essien, Pamela Vale |
Place of Publication | Hatfield, Hertfordshire, England |
Publisher | The International Group for the Psychology of Mathematics Education |
Pages | 344-351 (v2) |
Number of pages | 8 |
Volume | 2 |
ISBN (Electronic) | 978-0-6398215-3-5 |
ISBN (Print) | 978-0-6398215-2-8 |
Publication status | Published - 6 Jul 2019 |
Event | 43rd Conference of the International Group for the Psychology of Mathematics Education - University of Pretoria, Pretoria, South Africa Duration: 7 Jul 2019 → 12 Jul 2019 https://www.up.ac.za/pme43 |
Conference
Conference | 43rd Conference of the International Group for the Psychology of Mathematics Education |
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Abbreviated title | PME43 |
Country | South Africa |
City | Pretoria |
Period | 7/07/19 → 12/07/19 |
Internet address |
Structured keywords
- SoE Mathematics Education Research Network
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Profiles
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Mrs Tracy Helliwell
- Educational Futures Network
- Centre for Teaching, Learning and Curriculum
- School of Education - Senior Lecturer
- Bristol Doctoral College
- Mathematics Education Research Network (MERN)
Person: Member, Academic , Member, Doctor of Philosophy