Working with awareness as Mathematics Teacher Educators: Experiences to issues to actions

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In this chapter, we reflect on our learning as university mathematics teacher educators (MTEs) from our different perspectives, expert through to novice. We elaborate on some of the principles behind the design of the teacher education course at the University of Bristol, illustrated through four stories. The course design makes explicit use of a reflecting cycle, from: describing experiences; to, identifying issues; to, committing to next actions. This cycle informs all of our teaching sessions at university and parallels how we learn as MTEs. One commonality, across our own learning and what we offer our prospective teachers, is the importance of an explicit metacommenting about awarenesses of mathematics and awarenesses of teaching mathematics. A further commonality is the importance of a “second person” perspective, or empathic “other” in the learning process. The prospective teachers are learning about mathematics and its teaching and we, as MTEs, are learning about them.
Original languageEnglish
Title of host publicationThe learning and development of mathematics teacher educators
Subtitle of host publicationInternational perspectives and challenges
EditorsMerrilyn Goos, Kim Berwick
PublisherSpringer International Publishing AG
Publication statusPublished - 1 Jun 2021

Publication series

NameResearch in Mathematics Education
ISSN (Print)2570-4729
ISSN (Electronic)2570-4737

Structured keywords

  • SoE Centre for Teaching Learning and Curriculum
  • SoE Mathematics Education Research Network


  • mathematics teacher educator
  • prospective teacher
  • awareness
  • enactivism
  • metacommenting
  • second-person perspective
  • empathic other
  • reflecting cycle


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