Prospective elementary teachers’ aesthetic experience and relationships to mathematics
Previous research has adopted various approaches to examining teachers’ and students’ relationships to mathematics. The current study extended this line of research and investigated six prospective elementary school teachers’ experiences in mathematics and how they saw themselves as learners of math...
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| Published in | Journal of mathematics teacher education Vol. 20; no. 3; pp. 207 - 230 |
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| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Dordrecht
Springer Netherlands
01.06.2017
Springer Springer Nature B.V |
| Subjects | |
| Online Access | Get full text |
| ISSN | 1386-4416 1573-1820 |
| DOI | 10.1007/s10857-015-9329-4 |
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| Abstract | Previous research has adopted various approaches to examining teachers’ and students’ relationships to mathematics. The current study extended this line of research and investigated six prospective elementary school teachers’ experiences in mathematics and how they saw themselves as learners of mathematics. One-on-one interviews with the participants were conducted, and their written reflections were collected. A grounded-theory approach and a framework for analyzing mathematics identities were adopted in data analysis. The findings showed that the participants’ development of obligations-to-oneself was associated with not only their opportunity to exercise conceptual agency but also their aesthetic experience with mathematics. Their views on themselves as learners of mathematics had cognitive, affective, and
aesthetic
dimensions. The findings suggest that teachers and students can engage in a reflection on their aesthetic involvement in doing mathematics. There is a need for a local theory of aesthetics in K-12 mathematics. |
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| AbstractList | Previous research has adopted various approaches to examining teachers’ and students’ relationships to mathematics. The current study extended this line of research and investigated six prospective elementary school teachers’ experiences in mathematics and how they saw themselves as learners of mathematics. One-on-one interviews with the participants were conducted, and their written reflections were collected. A grounded-theory approach and a framework for analyzing mathematics identities were adopted in data analysis. The findings showed that the participants’ development of obligations-to-oneself was associated with not only their opportunity to exercise conceptual agency but also their aesthetic experience with mathematics. Their views on themselves as learners of mathematics had cognitive, affective, and aesthetic dimensions. The findings suggest that teachers and students can engage in a reflection on their aesthetic involvement in doing mathematics. There is a need for a local theory of aesthetics in K-12 mathematics. Previous research has adopted various approaches to examining teachers’ and students’ relationships to mathematics. The current study extended this line of research and investigated six prospective elementary school teachers’ experiences in mathematics and how they saw themselves as learners of mathematics. One-on-one interviews with the participants were conducted, and their written reflections were collected. A grounded-theory approach and a framework for analyzing mathematics identities were adopted in data analysis. The findings showed that the participants’ development of obligations-to-oneself was associated with not only their opportunity to exercise conceptual agency but also their aesthetic experience with mathematics. Their views on themselves as learners of mathematics had cognitive, affective, and aesthetic dimensions. The findings suggest that teachers and students can engage in a reflection on their aesthetic involvement in doing mathematics. There is a need for a local theory of aesthetics in K-12 mathematics. |
| Audience | Higher Education Elementary Education Postsecondary Education |
| Author | Chen, Rong-Ji |
| Author_xml | – sequence: 1 givenname: Rong-Ji surname: Chen fullname: Chen, Rong-Ji email: rchen@csusm.edu organization: School of Education, California State University San Marcos |
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| CitedBy_id | crossref_primary_10_1007_s11858_019_01050_y crossref_primary_10_1080_0020739X_2021_2021306 crossref_primary_10_1007_s11858_018_1009_2 crossref_primary_10_1007_s42010_023_00177_y crossref_primary_10_1080_14794802_2023_2207088 |
| Cites_doi | 10.1007/s11858-008-0132-x 10.1017/CBO9780511815355 10.5951/jresematheduc.43.1.0034 10.1007/s10649-006-9026-4 10.1007/s10857-009-9134-z 10.1016/j.tate.2009.08.005 10.1007/s10649-008-9134-4 10.1016/j.tate.2005.01.011 10.3102/01623737027002111 10.1016/S0732-3123(00)00026-2 10.1007/s11858-012-0479-x 10.1207/s15326985ep2302_5 10.1007/978-1-4612-3614-6_16 10.1207/s15327833mtl0603_1 10.1007/s10649-006-9048-y 10.1007/s10857-008-9081-0 10.1007/978-1-4020-7908-5 10.1023/A:1016021912539 10.1016/j.tate.2012.01.010 10.1080/00220270802165640 10.1017/CBO9781139644112 10.4324/9780203887936 10.5951/jresematheduc.40.1.0040 10.1007/0-306-47958-3_4 10.4324/9781410615756 10.5040/9798400688362.0006 10.1093/oso/9780195146158.001.0001 |
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| Keywords | Aesthetics Agency Identity Affect Relation to mathematics |
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| SubjectTerms | Aesthetics Data Analysis Education Elementary Education Elementary School Teachers Elementary Schools Elementary Secondary Education Grounded Theory Interviews Mathematical analysis Mathematics Mathematics Education Mathematics Instruction Mathematics Teachers Philosophy of Education Preservice Teachers Reflection Self Concept Student Attitudes Student Participation Students Teachers Teaching and Teacher Education |
| Title | Prospective elementary teachers’ aesthetic experience and relationships to mathematics |
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