The professional identities of prospective mathematics teachers who teach through programming
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Resumo
Abstract As has been the case in many countries around the world, the new Norwegian curriculum from 2020 included programming as part of mathematics education. However, little is known about how prospective teachers perceive this addition in regard to their developing professional identities. When the results from an electronic survey of 394 prospective teachers showed unexpected findings, five of the subjects were asked to participate in a focus group interview in order to explore some of these results. The focus group interview was conducted to understand how prospective teachers considered the past, present and future aspects of their professional identities as teachers of mathematics through programming. The results reveal that, although the prospective teachers had little experience of programming, they were positive regarding its implementation in mathematics lessons because they identified themselves as digital natives; they therefore believed that learning to program would be easy. They aligned themselves with their students, as masters of technology, in contrast to their future colleagues, whom they implicitly described as digital immigrants. The findings of this study have implications for teacher education. Even if the prospective teachers have a positive attitude toward programming and consider themselves digitally competent, a limited understanding of how programming can be integrated into their mathematics teaching will affect the identities that they see for themselves as teachers who teach mathematics through programming.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Mathematics Teacher Education, v. 27, n. 6, p. 1039-1053
- Editora
- Springer Science+Business Media
- Ano
- 2023 (2023-08-16)
- Idioma
- en
- Palavras-chave
- professional identity; pre-service mathematics teachers; programming in mathematics education; digital natives; digital immigrants; teacher professional development; digital skills
- Temas
- Currículo, Formação de Professores de Matemática, Pensamento Computacional
- DOI
- 10.1007/s10857-023-09594-3
- ISSN
- 1386-4416, 1573-1820
- Licença
- cc-by
- Acesso
- Acesso aberto
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
KAUFMANN, Odd Tore; MAUGESTEN, Marianne; MEANEY, Tamsin. The professional identities of prospective mathematics teachers who teach through programming. Journal of Mathematics Teacher Education, v. 27, n. 6, p. 1039-1053, 2023. DOI: https://doi.org/10.1007/s10857-023-09594-3.
APA
Kaufmann, O. T., Maugesten, M., & Meaney, T. (2023). The professional identities of prospective mathematics teachers who teach through programming. Journal of Mathematics Teacher Education, 27(6), 1039-1053. https://doi.org/10.1007/s10857-023-09594-3
BibTeX
@article{kaufmann2023,
author = {Kaufmann, Odd Tore and Maugesten, Marianne and Meaney, Tamsin},
title = {The professional identities of prospective mathematics teachers who teach through programming},
year = {2023},
journal = {Journal of Mathematics Teacher Education},
volume = {27},
number = {6},
pages = {1039-1053},
publisher = {Springer Science+Business Media},
doi = {10.1007/s10857-023-09594-3},
language = {en}
}RIS
TY - JOUR AU - Kaufmann, Odd Tore AU - Maugesten, Marianne AU - Meaney, Tamsin TI - The professional identities of prospective mathematics teachers who teach through programming PY - 2023 JO - Journal of Mathematics Teacher Education VL - 27 IS - 6 SP - 1039 EP - 1053 DO - 10.1007/s10857-023-09594-3 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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