Prospective teachers’ conceptions of analysis and beliefs about their impending profession
Juter, Kristina LU
(2011)
16th Conference on Mathematical Views, MAVI 16
p.157-173
- Abstract
- A group of pre-service teachers were studied from two social practices, as teachers and as students. Their perceptions of mathematics concepts and beliefs about the mathematics teacher role were studied through questionnaires, interviews and classroom observations. Three students were selected as cases in this paper where their links between the concepts limits, derivatives, integrals and continuity were classified in what resulted in an expanded set of prior categories (Juter, 2009). The students’ beliefs about mathematics teacher identities are discussed in connection to the nature of their concept images, and the results reveal an unawareness of the validity and strength of the own concept image. The students who emphasised mathematics... (More)
- A group of pre-service teachers were studied from two social practices, as teachers and as students. Their perceptions of mathematics concepts and beliefs about the mathematics teacher role were studied through questionnaires, interviews and classroom observations. Three students were selected as cases in this paper where their links between the concepts limits, derivatives, integrals and continuity were classified in what resulted in an expanded set of prior categories (Juter, 2009). The students’ beliefs about mathematics teacher identities are discussed in connection to the nature of their concept images, and the results reveal an unawareness of the validity and strength of the own concept image. The students who emphasised mathematics in the teacher role were the students with weaker concept images. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/e0805784-db5f-4c64-ab80-dbd6616caf9b
- author
- Juter, Kristina
LU
- publishing date
- 2011
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- host publication
- Current state of research on mathematical beliefs XVI : Proceedings of the 16th Conference on Mathematical Views (MAVI 16) - Proceedings of the 16th Conference on Mathematical Views (MAVI 16)
- editor
- Kislenko, K.
- pages
- 157 - 173
- publisher
- Talinn University
- conference name
- 16th Conference on Mathematical Views, MAVI 16
- conference location
- Tallinn, Estonia
- conference dates
- 2010-06-26 - 2010-06-29
- ISBN
- 978-9949-463-79-4
- language
- English
- LU publication?
- no
- id
- e0805784-db5f-4c64-ab80-dbd6616caf9b
- date added to LUP
- 2024-09-08 18:00:56
- date last changed
- 2025-04-04 14:52:59
@inproceedings{e0805784-db5f-4c64-ab80-dbd6616caf9b,
abstract = {{A group of pre-service teachers were studied from two social practices, as teachers and as students. Their perceptions of mathematics concepts and beliefs about the mathematics teacher role were studied through questionnaires, interviews and classroom observations. Three students were selected as cases in this paper where their links between the concepts limits, derivatives, integrals and continuity were classified in what resulted in an expanded set of prior categories (Juter, 2009). The students’ beliefs about mathematics teacher identities are discussed in connection to the nature of their concept images, and the results reveal an unawareness of the validity and strength of the own concept image. The students who emphasised mathematics in the teacher role were the students with weaker concept images.}},
author = {{Juter, Kristina}},
booktitle = {{Current state of research on mathematical beliefs XVI : Proceedings of the 16th Conference on Mathematical Views (MAVI 16)}},
editor = {{Kislenko, K.}},
isbn = {{978-9949-463-79-4}},
language = {{eng}},
pages = {{157--173}},
publisher = {{Talinn University}},
title = {{Prospective teachers’ conceptions of analysis and beliefs about their impending profession}},
year = {{2011}},
}