We are digital natives – preservice teachers’ professional mathematical identities
Résumé
The aim of this study is to investigate the impact of programming on preservice teachers’ professional
identity during the last two years of their studies. In two focus group interviews in year 3 and year 5
of their teacher education, four preservice teachers reflected on the introduction of programming in
mathematics and how they would integrate it into their future mathematics teaching. Their stories
were connected to past, present and future concerns with teaching and learning mathematics through
programming. In both interviews, they told stories about how they were motivated to teach
programming, while identifying themselves with the students as digital natives, connected to their
past and present experiences. In the first interview they considered they would teach older teachers
about programming when they were employed in a school, but in the last interview they felt they
lacked both experience and knowledge about programming in mathematics.
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