Becoming a teacher of mathematics: Wenger's social theory of learning perspective

Tracey Smith

    Research output: Book chapter/Published conference paperConference paperpeer-review

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    Abstract

    While the origins of Etienne Wenger's social theory of learning are located in organisational learning, Graven and Lerman (2003) suggested that a worthwhile challenge would be to relate Wenger's powerful ideas about learning to the process of becoming a teacher of mathematics. In this paper I attempt to address this challenge by using Wenger's theoretical discourse to interpret the scenario of Casey, as described in the introductory chapter of this symposium. As such, the role that identity plays in becoming a teacher of mathematics is foregrounded to account for a crucial aspect of what enables learning (or not) in mathematics teacher education programs.
    Original languageEnglish
    Title of host publicationMERGA 29
    Subtitle of host publicationIdentities, cultures and learning spaces
    Place of PublicationAdelaide, SA
    PublisherMathematics Education Research Group (MERGA)
    Pages619-622
    Number of pages4
    ISBN (Electronic)1920846115
    Publication statusPublished - 2006
    EventMathematics Education Research Group of Australasia (MERGA) Conference 2006 - Rydges Lakeside Hotel, Canberra, Australia
    Duration: 01 Jul 200605 Jul 2006
    https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2006_MERGA_CP.aspx (conference proceedings)

    Conference

    ConferenceMathematics Education Research Group of Australasia (MERGA) Conference 2006
    Abbreviated titleIdentities, Cultures and Learning Spaces
    Country/TerritoryAustralia
    CityCanberra
    Period01/07/0605/07/06
    Internet address

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