Self-Study and Collaborative-Reflection of a Preservice Teacher Education Program: Math as Reconceptualization, Disruption, and Identity Reconstruction

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: Self-Studies Across Disciplines (Table 32)

Abstract

Grounded in Foucault’s post-structuralism theory, this self-study critically analyzes the learning experiences and discourse facilitated in a math methods course of a teacher education program. The instructor facilitated learning opportunities for preservice teachers (PTs) to conceptually understand math concepts, as well as concepts such as knowledge, power, and identity. Using instructor journal entries and instructional materials, the instructor engaged in a coding and thematic analysis process resulting in three themes: 1) reconceptualizing math 2) disrupting math; and 3) reconstructing math identities. In the later stages of this research, a past PT reflected upon experiences prior, during, and after the course. The instructor and PT then collaboratively reflected on the themes and explored the themes for deeper understandings.

Authors

• Steven M. Reid, University of Toronto - OISE

• Mariah Giscombe, University of Toronto