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Intentional empty space in mathematics teacher education

Artigo2026

Constantinos Xenofontos; Peter Appelbaum

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Resumo

Abstract In this essay, we explore how empty space can create possibilities for change in mathematics teacher education. We draw on ideas from physics, theater, architecture, and graphic design to understand emptiness as a space where meaning, relationships, and creativity can emerge. We suggest that intentionally leaving spaces within teacher education programs open (i.e., spaces in which the content remains undefined, and the trajectory remains flexible) can invite processes of co-creation, critical reflection, and pedagogical imagination. To develop this argument, we turn to Mikhail Bakhtin’s notion of the carnivalesque together with speculative design, using these perspectives to understand such spaces as dialogic arenas through which established hierarchies loosen and new meanings emerge. From this viewpoint, emptiness can be conceptualized as productive through the creation of conditions for interaction, experimentation, and evolving roles of teaching and learning. Building on this understanding, we also propose that such forms of openness invite a reconsideration of academic rigor in mathematics teacher education, suggesting that rigor may be understood through ethical responsiveness, relational depth, and the capacity to imagine alternative possibilities for teaching and learning. To illustrate these ideas, we present two speculative examples that show how such open spaces may unfold in practice and that offer provocations for more reflective, responsive, and creatively oriented forms of mathematics education.

Dados da obra

Tipo
Artigo
Periódico
Discover Education, v. 5, n. 1
Editora
Springer
Ano
2026 (2026-07)
Idioma
en
Palavras-chave
Empty space; Mathematics teacher education; Carnivalesque; Speculative design; Mathematics Teachers; Teacher Education Programs; Educational Practices
Temas
Formação de Professores de Matemática
DOI
10.1007/s44217-026-01958-0
ISSN
2731-5525
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals; ERIC — Education Resources Information Center
Na Biblioteca desde
01/11/2026 · verificada em 01/11/2026

Como citar

ABNT
XENOFONTOS, Constantinos; APPELBAUM, Peter. Intentional empty space in mathematics teacher education. Discover Education, v. 5, n. 1, 2026. DOI: https://doi.org/10.1007/s44217-026-01958-0.

APA

Xenofontos, C., & Appelbaum, P. (2026). Intentional empty space in mathematics teacher education. Discover Education, 5(1). https://doi.org/10.1007/s44217-026-01958-0

BibTeX
@article{xenofontos2026,
  author = {Xenofontos, Constantinos and Appelbaum, Peter},
  title = {Intentional empty space in mathematics teacher education},
  year = {2026},
  journal = {Discover Education},
  volume = {5},
  number = {1},
  publisher = {Springer},
  doi = {10.1007/s44217-026-01958-0},
  language = {en}
}
RIS
TY  - JOUR
AU  - Xenofontos, Constantinos
AU  - Appelbaum, Peter
TI  - Intentional empty space in mathematics teacher education
PY  - 2026
JO  - Discover Education
VL  - 5
IS  - 1
DO  - 10.1007/s44217-026-01958-0
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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