Voutsina, C., Alderton, J., Wilson, K., Ineson, G., Donaldson, G., & Rowland, T. (2021). Preservice teachers’ expressed awarenesses: Emerging threads of retro-spection of learning and pro-spection of teaching. Journal of Mathematics Teacher Education, 1-25.
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The paper reports evidence from a study that examined connections between preservice elementary teachers’ retrospective reflection upon their own mathematics learning, when working on visual growing patterns, and their prospective thinking and planning for teaching similar mathematics activities in their own classrooms. Drawing on aspects of the theory of Enactivism, the paper supports the argument that learning experiences that trigger preservice teachers’ awarenesses and sensitivity to their own, individual, and possibly differing, embodied processes of mathematics learning need to constitute an important component of teacher education programmes, in order to prepare teachers who will be sensitive and astute to the individually embodied processes of knowing manifested by the learners in their classrooms.
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