The role of dissonance in mathematics teacher education

Andreas Ebbelind, Tracy Helliwell*

*Corresponding author for this work

Research output: Contribution to conferenceConference Paperpeer-review

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In this paper, we explore issues relating to how certain social phenomena, such as the experiences of teachers, can be researched. In doing so, we consider questions about the status of research texts, how they are created, and what purposes they serve through examining the relationships between the researcher, the reader and the text. We argue for the legitimacy of fictionalising educational experiences and having done so present a fictionalised dialogue between two prospective mathematics teachers from Sweden who independently decide to leave their teacher education programmes. We use the notion of dissonance to provide a potential theory for the decisions made by the two prospective teachers and discuss implications of this theory for the design of mathematics teacher education programmes
Original languageEnglish
Number of pages8
Publication statusPublished - 27 Jan 2024
Event13th congress of the european society for research in mathematics education - Eötvös Loránd University, Budapest, Hungary
Duration: 10 Jul 202314 Jul 2023


Conference13th congress of the european society for research in mathematics education
Abbreviated titleCERME 13
Internet address


  • Mathematics teacher education
  • Reading otherwise
  • Fictionalising
  • Dissonance


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