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Reconciling competing perspectives of mathematics in teacher education
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.
- Study level
- PhD
- Faculty
- Faculty of Creative Industries, Education and Social Justice
- School
- School of Education
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