A prospective secondary mathematics teacher's process of developing a progressive incorporation perspective

Abstract

In this study, during a secondary mathematics methods and practice-teaching course, we investigated one prospective secondary mathematics teacher's, Denise's, development of a progressive incorporation perspective from a traditional perspective on mathematics, mathematics learning and mathematics teaching. We analyzed data from Denise together with data from classroom discussions with 28 prospective secondary mathematics teachers. Results showed that the awareness of the quantitative and numerical operations, tasks focusing on logico-mathematical and empirical learning processes, conceptual analysis, and clinical interviewing afforded Denise's shift towards a progressive incorporation perspective by the end of the study.