From Researcher in Pure Mathematics to Primary School Mathematics Teacher Educator
Chapter
Accepted version
Åpne
Permanent lenke
https://hdl.handle.net/11250/2737847Utgivelsesdato
2021Metadata
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- Institutt for lærerutdanning [3819]
- Publikasjoner fra CRIStin - NTNU [38525]
Originalversjon
10.1007/978-3-030-62408-8_12Sammendrag
In this chapter, we investigate the transition from doing research in pure mathematics to becoming a mathematics teacher educator for prospective primary school teachers. The transition involves challenges at several levels, including both the teaching of students and the nature and content of research in a different field. Central to this transition is the development from knowledge in the vanguard of pure mathematics to profound understanding of fundamental mathematics. What does a pure mathematician need to learn in order to become a mathematics teacher educator? How and in which contexts does the learning take place? Using a four-dimensional framework, we investigate questions about knowledge and learning, inquiry and reflection, insider and outsider, and individual and community.