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dc.contributor.authorSikko, Svein Arne
dc.contributor.authorGrimeland, Yvonne
dc.date.accessioned2021-04-15T07:28:41Z
dc.date.available2021-04-15T07:28:41Z
dc.date.created2021-04-13T09:52:44Z
dc.date.issued2021
dc.identifier.isbn978-3-030-62408-8
dc.identifier.urihttps://hdl.handle.net/11250/2737847
dc.description.abstractIn 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.en_US
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.relation.ispartofThe Learning and Development of Mathematics Teacher Educators – International Perspectives and Challenges
dc.titleFrom Researcher in Pure Mathematics to Primary School Mathematics Teacher Educatoren_US
dc.typeChapteren_US
dc.description.versionacceptedVersionen_US
dc.source.pagenumber225-243en_US
dc.identifier.doihttp://dx.doi.org/https://doi.org/10.1007/978-3-030-62408-8_12
dc.identifier.cristin1903699
dc.description.localcodeThis is a post-peer-review, pre-copyedit version of an article. Locked until 8/4-20223 due to copyright restrictions. The final authenticated version is available online at: http://dx.doi.org/https://doi.org/10.1007/978-3-030-62408-8_12en_US
cristin.ispublishedtrue
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