Contradictions in prospective mathematics teachers’ initial classroom teaching as sources for professional learning
Résumé
In this paper we study the first field experiences of a prospective mathematics teacher in a secondary school. Using Activity Theory we focus on contradictions emerging in the process of designing and enacting lessons, the sources for these contradictions and the potential impact on teacher learning. The two prevailing tensions related to students’ engagement in doing mathematics and students’ unexpected difficulties can be interpreted as contradictions between the actual and intended status of the object and between the teacher’s goals and the mediating tools. Sources for these contradictions seem to be the contradictory teacher’s experiences from the teacher education context and typical characteristics of mathematics teaching in Greek secondary schools. We find that the teacher becomes more aware about these contradictions and the different possibilities to deal with them.
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