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dc.contributor.authorAndersson, Annica
dc.contributor.authorFoyn, Trine Mette
dc.contributor.authorSimensen, Anita Movik
dc.contributor.authorWagner, David Richard
dc.date.accessioned2023-08-22T13:19:26Z
dc.date.available2023-08-22T13:19:26Z
dc.date.issued2023-08-09
dc.description.abstractWe have interviewed becoming mathematics teachers, in the last semester of their education, asking how they experience their time as teacher students with the focus on inclusive teaching. In their forthcoming daily work, they will be responsible for arranging for inclusive teaching that addresses all the learners’ needs in mathematics. We believe the voices of future teachers are important to include in conversations about how programs prepare future mathematics teachers for the work of teaching in today’s schools and classrooms. We used storylines as a theoretical construct to discuss the socio-political aspects of mathematics teacher education through the lens of two research questions: What storylines emerged in interviews with becoming mathematics teachers in their last semester of teacher education when they talked about teaching in diverse classrooms? What implications might these storylines have on mathematics teacher education? Our analysis made us aware of three important storylines: (1) storylines about the importance of language in mathematics education; (2) storylines about the importance of accepting diverse methods when doing mathematics; and (3) storylines about issues of invisibility at play in mathematics classrooms. In this paper, we discuss the importance of creating space for discussions in teacher education about issues that may challenge inclusive practices in mathematics classrooms.en_US
dc.identifier.citationAndersson A, Foyn T, Simensen AMS, Wagner DR. Storylines in Voices of Frustration: Implications for Mathematics Teacher Education in Changing Times. Education Sciences. 2023;13en_US
dc.identifier.cristinIDFRIDAID 2165887
dc.identifier.doi10.3390/educsci13080816
dc.identifier.issn2227-7102
dc.identifier.urihttps://hdl.handle.net/10037/30181
dc.language.isoengen_US
dc.publisherMDPIen_US
dc.relation.journalEducation Sciences
dc.relation.projectIDNorges forskningsråd: 302912en_US
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2023 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.titleStorylines in Voices of Frustration: Implications for Mathematics Teacher Education in Changing Timesen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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Attribution 4.0 International (CC BY 4.0)
Except where otherwise noted, this item's license is described as Attribution 4.0 International (CC BY 4.0)