Prospective Teachers’ Narratives and Imagination in Learning Inquiry-Based Mathematics Pedagogy

• In Event: AERA Roundtable Session Sunday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Preservice Mathematics Teacher Education (Table 3)

Abstract

Inquiry-based teaching represents a contemporary perspective of mathematics education that is important for prospective teachers (PTs) to learn about to meaningfully engage their students in learning mathematics with understanding. This paper reports on a study of the use of narrative and imagination in PTs’ learning of inquiry-based mathematics pedagogy. Participants were prospective secondary mathematics education majors who were exposed to theory about inquiry-based teaching but had limited experience with it as learners of mathematics. Data consisted of their narratives of imagined inquiry-based lessons for mathematics concepts of their choice. Findings suggested that the narrative-imagination approach could help PTs to make sense of and develop a holistic image of inquiry-based teaching in a way that they could apply in their teaching.

Author

• Olive Chapman, University of Calgary