ZDM

, Volume 39, Issue 3, pp 205–213 | Cite as

Using narrative inquiry for investigating the becoming of a mathematics teacher

Original article

Abstract

This article presents narrative inquiry as a method for research in mathematics education, in particular the study of how pre-service teachers’ views of mathematics develop during elementary teacher education. I describe two different, complementary approaches to applying narrative analysis, one focusing on the content of a narrative, the other focusing on the form. The examples discussed are taken from interviews with and teaching portfolios compiled by four pre-service teachers. In analysing the content of the students’ narratives, I use emplotment to construct a retrospective explanation of how one pre-service teacher’s own experiences at school were reflected in the development of her mathematical identity. In analysing the form of the narratives, I also look at how the students told their stories, using linguistic features, for example, to identify core events in the accounts. This particular focus seems to be promising in locating turning points in the trainees’ views of mathematics.

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Copyright information

© FIZ Karlsruhe 2007

Authors and Affiliations

  1. 1.Faculty of EducationUniversity of LaplandRovaniemiFinland

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