Storylines in Voices of Frustration: Implications for Mathematics Teacher Education in Changing Times
Bibliographic record
Abstract
We have interviewed becoming mathematics teachers, in the last semester of their education, asking how they experience their time as teacher students with the focus on inclusive teaching. In their forthcoming daily work, they will be responsible for arranging for inclusive teaching that addresses all the learners’ needs in mathematics. We believe the voices of future teachers are important to include in conversations about how programs prepare future mathematics teachers for the work of teaching in today’s schools and classrooms. We used storylines as a theoretical construct to discuss the socio-political aspects of mathematics teacher education through the lens of two research questions: What storylines emerged in interviews with becoming mathematics teachers in their last semester of teacher education when they talked about teaching in diverse classrooms? What implications might these storylines have on mathematics teacher education? Our analysis made us aware of three important storylines: (1) storylines about the importance of language in mathematics education; (2) storylines about the importance of accepting diverse methods when doing mathematics; and (3) storylines about issues of invisibility at play in mathematics classrooms. In this paper, we discuss the importance of creating space for discussions in teacher education about issues that may challenge inclusive practices in mathematics classrooms.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".