The case for self-based methodology in mathematics teacher education

Tracy Helliwell

The case for self-based methodology in mathematics teacher education

Research output: Chapter in Book/Report/Conference proceeding › Conference 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 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	South Africa
City	Pretoria
Period	7/07/19 → 12/07/19
Internet address	https://www.up.ac.za/pme43

Structured keywords

SoE Mathematics Education Research Network

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Full-text PDF (accepted author manuscript)
This is the author accepted manuscript (AAM). The final published version (version of record) is available online via The Psychology of Mathematics Education at https://drive.google.com/drive/folders/15Ky93wIVeE1NkcEJq8RoUrTQmWVjYTHb. Please refer to any applicable terms of use of the publisher.
Accepted author manuscript, 230 KB

http://www.igpme.org

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Mrs Tracy Helliwell
- th13473@bristol.ac.uk
- tracy.helliwell@bristol.ac.uk
Person: Member, Academic , Member, Doctor of Philosophy

Cite this

Helliwell, T. (2019). The case for self-based methodology in mathematics teacher education. In M. Graven, H. Venkat, A. Essien, & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 344-351 (v2)). The International Group for the Psychology of Mathematics Education . http://www.igpme.org

Helliwell, Tracy. / The case for self-based methodology in mathematics teacher education. Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education. editor / Mellony Graven ; Hamsa Venkat ; Antony Essien ; Pamela Vale. Vol. 2 Hatfield, Hertfordshire, England : The International Group for the Psychology of Mathematics Education , 2019. pp. 344-351 (v2)

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title = "The case for self-based methodology in mathematics teacher education",

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.",

author = "Tracy Helliwell",

year = "2019",

month = jul,

day = "6",

language = "English",

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pages = "344--351 (v2)",

editor = "Mellony Graven and Hamsa Venkat and Antony Essien and Vale, {Pamela }",

booktitle = "Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education",

publisher = "The International Group for the Psychology of Mathematics Education ",

note = "43rd Conference of the International Group for the Psychology of Mathematics Education, PME43 ; Conference date: 07-07-2019 Through 12-07-2019",

url = "https://www.up.ac.za/pme43",

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Helliwell, T 2019, The case for self-based methodology in mathematics teacher education. in M Graven, H Venkat, A Essien & P Vale (eds), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education. vol. 2, The International Group for the Psychology of Mathematics Education , Hatfield, Hertfordshire, England, pp. 344-351 (v2), 43rd Conference of the International Group for the Psychology of Mathematics Education, Pretoria, South Africa, 7/07/19. <http://www.igpme.org>

The case for self-based methodology in mathematics teacher education. / Helliwell, Tracy.

Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education. ed. / Mellony Graven; Hamsa Venkat; Antony Essien; Pamela Vale. Vol. 2 Hatfield, Hertfordshire, England : The International Group for the Psychology of Mathematics Education , 2019. p. 344-351 (v2).

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

TY - GEN

T1 - The case for self-based methodology in mathematics teacher education

AU - Helliwell, Tracy

PY - 2019/7/6

Y1 - 2019/7/6

N2 - 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.

AB - 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.

M3 - Conference Contribution (Conference Proceeding)

SN - 978-0-6398215-2-8

VL - 2

SP - 344-351 (v2)

BT - Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education

A2 - Graven, Mellony

A2 - Venkat, Hamsa

A2 - Essien, Antony

A2 - Vale, Pamela

PB - The International Group for the Psychology of Mathematics Education

CY - Hatfield, Hertfordshire, England

T2 - 43rd Conference of the International Group for the Psychology of Mathematics Education

Y2 - 7 July 2019 through 12 July 2019

ER -

Helliwell T. The case for self-based methodology in mathematics teacher education. In Graven M, Venkat H, Essien A, Vale P, editors, Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education. Vol. 2. Hatfield, Hertfordshire, England: The International Group for the Psychology of Mathematics Education . 2019. p. 344-351 (v2)

The case for self-based methodology in mathematics teacher education

Abstract

Conference

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Mrs Tracy Helliwell

Cite this