2026-04-23T21:20:55Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/733742025-03-26T19:45:11Zcom_10324_51752com_10324_5186com_10324_29291col_10324_73370

Exploración de las visiones iniciales del profesorado en formación inicial sobre la enseñanza y el aprendizaje de las matemáticas: un enfoque narrativo Ebbelind, Andreas Helliwell, Tracy Ediciones Universidad de Valladolid Mathematics teacher education research often focuses on ways teacher education can change prospective teachers' views in ways prescribed by teacher educators. In this paper, we explore a different perspective, one that emphasises the importance of understanding the diversity of views that prospective teachers bring to their teacher education programmes, not as a basis of change, but as a platform to build upon. In doing so, we make a case for ‘aestheticising’ mathematics teacher education research and propose an arts-based approach to analysing and presenting data concerning prospective teachers views on the teaching and learning of mathematics. We exemplify this approach by presenting a fictionalised dialogue between four prospective teachers from Sweden, based on interviews conducted prior to them entering teacher education. 2025-01-09T14:53:06Z 2025-01-09T14:53:06Z 2024 info:eu-repo/semantics/article Edma 0-6: Educación Matemática en la Infancia; Vol. 13 Núm. 2 (2024): Monográfico: De MAVI a EdMa06: una mirada “afectiva” a la educación matemática en edades tempranas pags. 32-46 2254-8351 https://uvadoc.uva.es/handle/10324/73374 10.24197/edmain.2.2024.32-46 32 2 46 eng http://revistas.uva.es/index.php/edmain/article/view/9462 info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by-nc-nd/4.0/ Attribution-NonCommercial-NoDerivatives 4.0 International Edma 0-6: Educación Matemática en la Infancia