Klein, Mary (2000) Numeracy for Preservice Teachers: Focusing on the Mathematics and its Discursive Powers in Teacher Education. In: Mathematics Education Research Group of Australasia Conference Proceedings. pp. 347-354. From: Mathematics Education Beyond 2000, 05 - 09 July 2000, Fremantle, WA.

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Abstract

To be considered numerate beyond 2000 preservice teachers need to know more than somebasic mathematical concepts and skills; they need to know and value the mathematics and know themselves to be competent and agentic in its articulation. Teacher education programs attempt to realise these ideals : but are hampered by what I consider to be untenable assumptions regarding agency for preservice teachers; that rational reflection leads to progressive change, and that knowledge is power. These assumptions are based on humanist versions of a person where agency is taken to be a feature of any adult, human being. In this paper - I argue rather for a poststructuralist understanding of preservice teachers as discursively constituted through power relations, both in schools and in tertiary education, where agency, or the lack of it, lies in the constitutive power of discourse. I explore what this might mean for mathematics teacher education beyond 2000.

Item ID:	14575
Item Type:	Conference Item (Research - E1)
ISBN:	0-9596844-8-4
Keywords:	Numeracy; Pre-service teacher preparation
Date Deposited:	06 Dec 2019 02:36
FoR Codes:	13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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