Pre-service teachers constructing positive mathematical identities: Positing a grounded theory approach

Conference item

Wilson, Sue. (2010). Pre-service teachers constructing positive mathematical identities: Positing a grounded theory approach. In L. Sparrow, B. Kissane and C. Hurst (Ed.). Shaping the future of mathematics education: proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 642 - 648
AuthorsWilson, Sue
Abstract

Mathematics anxiety in pre-service primary teachers is an important issue in teacher education. This leads to the question of how pre-service primary teachers with mathematics anxiety perceive their mathematical identities. The paper explores the potential to develop a research-based model to identify the process whereby pre-service primary teachers with mathematics anxiety could develop more positive identities as learners and potential teachers of mathematics. It indicates emerging themes from previous research using subsequent preliminary data analysis and argues that a grounded theory approach to building a theoretical model for this process would make a valuable contribution to teacher education.

Year2010
PublisherMathematics Education Research Group of Australasia
Web address (URL)http://www.merga.net.au/documents/MERGA33_Wilson.pdf
Open accessOpen access
Publisher's version
Page range642 - 648
ISBN9781920846251
Research GroupSchool of Education
Place of publicationAustralia
EditorsL. Sparrow, B. Kissane and C. Hurst
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