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 |
|---|---|
| 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 |
|---|---|
| Abbreviated title | PME43 |
| Country/Territory | South Africa |
| City | Pretoria |
| Period | 7/07/19 → 12/07/19 |
| Internet address |
Structured keywords
- SoE Mathematics Education Research Network
