Students’ perceptions and challenges regarding mathematics teaching cycle in practices of historical and philosophical aspects of mathematics course

Abstract

This paper explores master students’ perceptions and challenges when designing a mathematics lesson in the Historical and Philosophical Aspects of Mathematics course following the perspective of the mathematics teaching cycle. The sample consists of thirteen students who are enrolled in this course that is taught within a mathematics education master's program at a large Norwegian university. The data come from students’ productions related to their practice assignment, postclassroom reflections, and group and individual interviews. The data are triangulated and analysed by the lens of the components of the mathematics teaching cycle. According to the findings, master students’ major perception regarding the mathematics teaching cycle is that the hypothetical learning trajectory is a prediction of student thinking. Their main challenge is the lack of information regarding student pre-knowledge to express hypotheses and making the assessment.