‘Walking in a Foreign and Unknown Landscape’ : studying the history of mathematics in initial teacher education

POVEY, Hilary (2014). ‘Walking in a Foreign and Unknown Landscape’ : studying the history of mathematics in initial teacher education. Science & Education, 23 (1), 143-157.

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Link to published version:: https://doi.org/10.1007/s11191-013-9617-2
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    Abstract

    This article develops the argument that students in initial teacher education benefit in terms of who they are becoming from developing awareness of and engagement in the history of mathematics. Initially, current school mathematics practices in the UK are considered and challenged. Then the role of teachers’ relationship to mathematical subject knowledge and of teachers’ engagement in critical thinking are considered. Connections are made between these concerns and studying the history of mathematics in initial teacher education classrooms. I then draw on the perspectives and practices of the mathematics teacher educators at one institution to understand these connections better and to exemplify them. Issues of equity are threaded throughout.

    Item Type: Article
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Institute of Education
    Identification Number: https://doi.org/10.1007/s11191-013-9617-2
    Page Range: 143-157
    Depositing User: Hilary Ridgway
    Date Deposited: 05 Sep 2013 08:26
    Last Modified: 18 Mar 2021 04:36
    URI: http://shura.shu.ac.uk/id/eprint/7308

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