The case for self-based methodology in mathematics teacher education

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

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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 languageEnglish
Title of host publicationProceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education
EditorsMellony Graven, Hamsa Venkat, Antony Essien, Pamela Vale
Place of PublicationHatfield, Hertfordshire, England
PublisherThe International Group for the Psychology of Mathematics Education
Pages344-351 (v2)
Number of pages8
Volume2
ISBN (Electronic)978-0-6398215-3-5
ISBN (Print)978-0-6398215-2-8
Publication statusPublished - 6 Jul 2019
Event43rd Conference of the International Group for the Psychology of Mathematics Education - University of Pretoria, Pretoria, South Africa
Duration: 7 Jul 201912 Jul 2019
https://www.up.ac.za/pme43

Conference

Conference43rd Conference of the International Group for the Psychology of Mathematics Education
Abbreviated titlePME43
CountrySouth Africa
CityPretoria
Period7/07/1912/07/19
Internet address

Structured keywords

  • SoE Mathematics Education Research Network

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