Axelsen, Taryn 
ORCID: https://orcid.org/0000-0002-3564-4354 and Galligan, Linda ORCID: https://orcid.org/0000-0001-8156-8690 and Woolcott, Geoff
(2018)
The R in the ELR Process: Reflection and the Emotions of PreService Teachers. A Case Study.
In: 41st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA 41), 1-5 Jul, 2018, Auckland, New Zealand.
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Abstract
Reflective practice in mathematical teaching improves teaching skills and confidence. This paper investigates affect-based critical moments as a reflective practice for pre-service teaching. An embedded case study is presented by one regional university as a discovery into the reflective phase of the Enhancement-Learning-Reflection process to uncover the types of emotions and themes from student chosen critical moments. An analysis of these critical moments found students’ expressed mainly positive emotions combined with the negative emotion of anxiety. Themes emerged around pedagogical content knowledge: teaching strategies; student thinking; and appropriate mathematical content knowledge.
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| Item Type: | Conference or Workshop Item (Commonwealth Reporting Category E) (Paper) |
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| Refereed: | Yes |
| Item Status: | Live Archive |
| Faculty/School / Institute/Centre: | Historic - Faculty of Health, Engineering and Sciences - School of Agricultural, Computational and Environmental Sciences (1 Jul 2013 - 5 Sep 2019) |
| Faculty/School / Institute/Centre: | Historic - Faculty of Health, Engineering and Sciences - School of Agricultural, Computational and Environmental Sciences (1 Jul 2013 - 5 Sep 2019) |
| Date Deposited: | 10 Aug 2020 05:51 |
| Last Modified: | 30 Sep 2020 07:28 |
| Uncontrolled Keywords: | reflective practice; affect-based critical moments; mathematics teaching; pre-service teachers |
| Fields of Research (2008): | 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy |
| Fields of Research (2020): | 39 EDUCATION > 3901 Curriculum and pedagogy > 390109 Mathematics and numeracy curriculum and pedagogy |
| URI: | http://eprints.usq.edu.au/id/eprint/37270 |
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