Pedagogical Imagination in Mathematics Teacher Education-Reference-Cited by-同舟云学术

Pedagogical Imagination in Mathematics Teacher Education

Published:2023-10-21 Issue:10 Volume:13 Page:1059
ISSN:2227-7102
Container-title:Education Sciences
language:en
Short-container-title:Education Sciences

Author:

Skovsmose Ole¹²,Lima Priscila³,Penteado Miriam Godoy²

Affiliation:

1. Department of Learning and Philosophy, University of Aalborg, 9220 Aalborg East, Denmark

2. IGCE, Universidade Estadual Paulista (Unesp), Rio Claro, São Paulo 01049-010, Brazil

3. Instituto Federal de São Paulo (IFSP), São José dos Campos, São Paulo 01109-010, Brazil

Abstract

After providing a brief summary of what has already been said about pedagogical imagination, data are presented showing how prospective mathematics teachers can become engaged in such imaginations. With reference to this data, the notion of pedagogical imagination is explored further by relating it to dialogue, social justice, mathematics, hope, and sociological imagination. To illustrate these relationships, different episodes from the data are highlighted. Finally, the central role that pedagogical imagination can play in mathematics teacher education is discussed.

Publisher

MDPI AG

Subject

Public Administration,Developmental and Educational Psychology,Education,Computer Science Applications,Computer Science (miscellaneous),Physical Therapy, Sports Therapy and Rehabilitation

Link

https://www.mdpi.com/2227-7102/13/10/1059/pdf

Reference20 articles.

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2. Setati, M., Vithal, R., Malcolm, C., and Dhunpath, R. (2009). Researching Possibilities in Mathematics, Science and Technology Education, Nova Science Publishers. Reprinted as Chapter 9 in Skovsmose, 2014; pp. 111–126.

3. Lincoln, Y.S., and Guba, E.G. (1985). Naturalistic Inquiry, Sage.

4. Skovsmose, O. (2023). Critical Mathematics Education, Springer.

5. Vithal, R. (2003). Search of a Pedagogy of Conflict and Dialogue for Mathematics Education, Kluwer Academic Publishers.

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