Reconciling competing perspectives of mathematics in teacher education

Overview

This project explores how pre-service teachers experience and reconcile competing conceptions of mathematics, such as mathematics as a formal discipline versus a pedagogical practice. These tensions can shape teaching approaches and classroom environments.

The project will investigate how teacher education programs influence these perspectives and how pre-service teachers develop coherent professional identities.

Research activities

• Qualitative and mixed methods research.
• Surveys and interviews with pre-service teachers.
• Curriculum and unit design analysis.
• Optional modelling of belief structures and conceptual tensions.

Outcomes

• Analyse how different conceptions of mathematics are presented in teacher education.
• Investigate how pre-service teachers interpret and reconcile these perspectives.
• Examine implications for teacher identity and classroom practice.
• Inform improved curriculum and program design.

Skills and experience

We welcome applicants with backgrounds in:

• mathematics education, curriculum studies, or teacher education
• education or social sciences, particularly with qualitative research experience
• mathematics or STEM disciplines, with a strong interest in teaching and pedagogy.

Strong candidates will demonstrate:

• interest in teacher identity, pedagogy, or curriculum design
• experience or interest in qualitative or mixed methods research
• ability to engage with conceptual and theoretical frameworks in education.

Keywords

• mathematics beliefs
• teacher identity
• mathematics education
• pedagogy
• curriculum design
• teacher preparation
• conceptual understanding
• mathematics

Contact