Preservice teachers' stories of mathematics classrooms: Explorations of practice through fictional accounts

Research output: Contribution to journalReview article

6 Citations (Scopus)

Abstract

This report describes four preservice secondary teachers' fictional accounts about mathematics classrooms. The narrative structures and meanings of the preservice teachers' stories, written while the preservice teachers were enrolled in a secondary methods course, were examined with the goal of gaining insight into the preservice teachers' emerging identities as mathematics teachers. Although past research has examined experienced teachers' stories, little research, if any, has focused on stories written by preservice mathematics teachers or on intentionally fictional stories about mathematics classrooms. This report uses methods of narrative analysis to develop understandings about preservice teachers' storied identities and specifies areas for further investigation into the role of narrative in mathematics teacher education.

Original languageEnglish (US)
Pages (from-to)57-87
Number of pages31
JournalEducational Studies in Mathematics
Volume63
Issue number1
DOIs
StatePublished - Sep 1 2006

Fingerprint

Pre-service Teachers
mathematics
classroom
teacher
narrative
Teacher Education
Mathematics Education
Narrative

All Science Journal Classification (ASJC) codes

  • Mathematics(all)
  • Education

Cite this

@article{f8800a7c6e1d4505847678a3a2c7dee2,
title = "Preservice teachers' stories of mathematics classrooms: Explorations of practice through fictional accounts",
abstract = "This report describes four preservice secondary teachers' fictional accounts about mathematics classrooms. The narrative structures and meanings of the preservice teachers' stories, written while the preservice teachers were enrolled in a secondary methods course, were examined with the goal of gaining insight into the preservice teachers' emerging identities as mathematics teachers. Although past research has examined experienced teachers' stories, little research, if any, has focused on stories written by preservice mathematics teachers or on intentionally fictional stories about mathematics classrooms. This report uses methods of narrative analysis to develop understandings about preservice teachers' storied identities and specifies areas for further investigation into the role of narrative in mathematics teacher education.",
author = "Lloyd, {Gwendolyn M.}",
year = "2006",
month = "9",
day = "1",
doi = "10.1007/s10649-005-9004-2",
language = "English (US)",
volume = "63",
pages = "57--87",
journal = "Educational Studies in Mathematics",
issn = "0013-1954",
publisher = "Springer Netherlands",
number = "1",

}

TY - JOUR

T1 - Preservice teachers' stories of mathematics classrooms

T2 - Explorations of practice through fictional accounts

AU - Lloyd, Gwendolyn M.

PY - 2006/9/1

Y1 - 2006/9/1

N2 - This report describes four preservice secondary teachers' fictional accounts about mathematics classrooms. The narrative structures and meanings of the preservice teachers' stories, written while the preservice teachers were enrolled in a secondary methods course, were examined with the goal of gaining insight into the preservice teachers' emerging identities as mathematics teachers. Although past research has examined experienced teachers' stories, little research, if any, has focused on stories written by preservice mathematics teachers or on intentionally fictional stories about mathematics classrooms. This report uses methods of narrative analysis to develop understandings about preservice teachers' storied identities and specifies areas for further investigation into the role of narrative in mathematics teacher education.

AB - This report describes four preservice secondary teachers' fictional accounts about mathematics classrooms. The narrative structures and meanings of the preservice teachers' stories, written while the preservice teachers were enrolled in a secondary methods course, were examined with the goal of gaining insight into the preservice teachers' emerging identities as mathematics teachers. Although past research has examined experienced teachers' stories, little research, if any, has focused on stories written by preservice mathematics teachers or on intentionally fictional stories about mathematics classrooms. This report uses methods of narrative analysis to develop understandings about preservice teachers' storied identities and specifies areas for further investigation into the role of narrative in mathematics teacher education.

UR - http://www.scopus.com/inward/record.url?scp=33749038616&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=33749038616&partnerID=8YFLogxK

U2 - 10.1007/s10649-005-9004-2

DO - 10.1007/s10649-005-9004-2

M3 - Review article

AN - SCOPUS:33749038616

VL - 63

SP - 57

EP - 87

JO - Educational Studies in Mathematics

JF - Educational Studies in Mathematics

SN - 0013-1954

IS - 1

ER -