Imagining possibilities: Innovating mathematics (teacher) education for sustainable futures

Imagining possibilities: Innovating mathematics (teacher) education for sustainable futures

• Helliwell, Tracy University of Bristol
• Ng, Oi Lam The Chinese University of Hong Kong

British Society for Research Into Learning Mathematics.Research in Mathematics Education, 24(2), 128-149, 2022

Taylor & Francis

2022

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• P Social Context of Education
  • PB Comparative Education

Mathematics Teacher Educators Action Research Sustainable Futures Speculative Fiction Pedagogical Imagination Prospective Mathematics Teachers Curriculum Innovation

• Hong Kong
• United Kingdom

• 1997.7 onwards

• Post-Secondary Education

• View Full Text 全文連結

We report on an action research study conducted by two mathematics teacher educators in the United Kingdom and Hong Kong. The project consisted of three phases, the first two taking place in our respective teacher education courses and a final phase in which prospective mathematics teachers from both locations engaged in dialogue through a speculative fiction task. Our aim was to explore how our prospective mathematics teachers can be supported in becoming mathematics teachers for sustainable futures by innovating our own mathematics teacher education curricula. This study suggests that generative methods which support teachers in speculating on paths to potential futures as teachers of mathematics, can provide access to how prospective teachers negotiate issues in relation to the climate crisis and ways in which they conceive of related changes in their practices. By identifying the aspects of mathematics teaching that are viewed by the prospective teachers as contingent, and through offering tasks that support an expansion of this view, teacher educators are better placed to support the development of teaching practices needed for sustainable futures. Copyright © 2022 Taylor & Francis.

• English

Journal Articles

• 14794802

• 10.1080/14794802.2022.2079553

https://bibliography.lib.eduhk.hk/en/bibs/36b0f161

2023-04-11