Abstract
Since 1981 a study of the way in which prospective mathematics teachers see mathematics teaching has been carried out using procedures derived from Personal Construct Theory (PCT). It was found that PCT procedures were very useful. They gave student teacher another way of analysing and reflecting upon mathematics teaching as he or she changed from university oriented mathematics graduate to school oriented mathematics teacher during the one year teacher education programme. Another conclusion was the PCT procedures could be used to investigate “practitioners maxims”: to explore the practical basis of mathematics pedagogy. This paper discusses how PCT procedures may be used to assist mathematics teacher and others to study teacher thinking.
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McQualter, J.W. Becoming a mathematics teacher: The use of personal construct theory. Educ Stud Math 17, 1–14 (1986). https://doi.org/10.1007/BF00302375
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DOI: https://doi.org/10.1007/BF00302375