We are digital natives – preservice teachers’ professional mathematical identities - Archive ouverte HAL
Communication Dans Un Congrès Année : 2023

We are digital natives – preservice teachers’ professional mathematical identities

Marianne Maugesten
  • Fonction : Auteur
  • PersonId : 1062233
Odd Tore Kaufmann
  • Fonction : Auteur
  • PersonId : 1061853
Tamsin Meaney
  • Fonction : Auteur
  • PersonId : 1335401

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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Dates et versions

hal-04421627 , version 1 (27-01-2024)

Identifiants

  • HAL Id : hal-04421627 , version 1

Citer

Marianne Maugesten, Odd Tore Kaufmann, Tamsin Meaney. We are digital natives – preservice teachers’ professional mathematical identities. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest, Jul 2023, Budapest, Hungary. ⟨hal-04421627⟩

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