A Situated perspective on learning to teach secondary mathematics

Michael Cavanagh, Anne Prescott

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionpeer-review


    This paper applies a situated perspective on learning to investigate the process of becoming a secondary mathematics teacher. We followed a group of beginning teachers into their early teaching careers. Each participant was interviewed on three separate occasions during their university studies in order to examine how they interpreted their practicum experiences. In the following year, we again interviewed some of the participants to investigate their sense of self as mathematics teachers and to document the issues which they identified as significant in shaping their classroom practices. The beginning teachers saw the culture of the school and pedagogies of more experienced colleagues as the most important factors affecting their professional growth and ability to implement Working Mathematically in the classroom.
    Original languageEnglish
    Title of host publicationMERGA 31 conference proceedings
    Subtitle of host publicationnavigating currents and charting directions
    EditorsMerrilyn Goos, Ray Brown, Katie Makar
    Place of PublicationBrisbane, Australia
    Number of pages7
    ISBN (Print)9781920846176
    Publication statusPublished - 2008
    EventMERGA 31 - Brisbane
    Duration: 28 Jun 20081 Jul 2008


    ConferenceMERGA 31


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