An analytical framework for mathematics teacher education from a critical perspective

  • R Vithal
Keywords: Critical mathematics education, praxis, mathematics teacher education, preservice teacher education, project work in mathematics

Abstract

Whereas there has been considerable advancement in the last few decades with regard to theories and practices in mathematics education from a critical perspective, very little is known about what it means to prepare teachers for such approaches. In this article I undertake
a retrospective, reflexive analysis of my praxis as a teacher educator over the past decade, particularly when introducing an innovation such as project work to prospective primary mathematics teachers within what may be referred to as a social cultural political approach to a mathematics curriculum. Drawing on theoretical methodological tools developed for
researching mathematics education from a critical perspective, I reinterpret these for building an analytical framework for mathematics teacher education from the same perspective – as an imagined praxis, an actual praxis and an arranged praxis. I then discuss the qualities that
connect and transform these teacher education praxes and conclude with reflections on the consequences for student teachers' learning and actions when one of these dominates a teacher educator's curriculum.
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Articles

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print ISSN: 0258-2236