Restoried narratives on the agency and disputes of mathematicians and mathematics educators in the education of mathematics teachers
Résumé
We address agency and disputes of mathematicians and mathematics educators over a pre-service mathematics teacher education programme. The format of these courses has been debated (and disputed) within Brazilian academic communities over decades. We use a re-storying methodology (Nardi, 2016) to construct a fictional dialogue to present and analyze data from interviews with four retired lecturers affiliated with mathematics education, who played key roles in the development of the curriculum of the teacher education undergraduate programme in a large Brazilian university. We support our discussion through a framework that articulates teacher education and curriculum theory. Our analysis indicates that these disputes and agency take place within a landscape that transcends teacher education and reaches broader and more complex political and epistemological terrains closely related to the binarism of mathematics and mathematics education.
Origine | Fichiers produits par l'(les) auteur(s) |
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