Towards conceptualising failure in mathematics as an autobiographical experience
Bibliographic Data
| ID | 21496656 |
|---|---|
| Authors | Sonja Lutovac (0000-0002-3909-525X, University of Oulu, corresponding author), Raimo Kaasila (0000-0003-3262-7185, University of Oulu) |
| Year | 2022 |
| Volume | 45 |
| Issue | 5 |
| Pages | 689-706 |
| Publication date | 2022-10-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2021.1892070 |
| OpenAlex | W3131850212 |
| Language | EN |
| Citations received | 3 |
| References cited | 43 |
Studies have shown that failure experiences play a role in pre-service teachers’ development. Given that autobiographical experiences are a foundation of learning and that failure is a wide-spread experience, particularly in mathematics, we need further insight into what kind of experience failure actually is. This paper draws on 59 pre-service teachers’ written experiences of failure in order to map them out and provide insight into what counts as failure from the perspective of the future teachers of mathematics, that is, pre-service mathematics and pre-service elementary school teachers. The findings, alongside the earlier research on negative experiences, form a basis for conceptualising failure in mathematics as an autobiographical experience and distinguishing it from a negative experience. A theoretical insight into the nature of failure is gained; the failure experiences seem to be less relational than anticipated. The paper also discusses the relevance of failure experiences for teacher education
Mathematics education · Pedagogy · Political science · Teacher education · Education, Achievement, and Giftedness · Mathematics · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies
Making the Grade
Exploring teacher identity from a holistic perspective
Math Anxiety
An attributional theory of achievement motivation and emotion.
Teachers’ Beliefs and Educational Research
Three professional ideals
Feeling like a student but thinking like a teacher
‘Those who fail should not be teachers’
Narrative Research
Emotions in memories of success and failure
A review of research on student teachers' professional identity
I’m not a “maths‐person”!’ Reconstituting mathematical subjectivities in aesthetic teaching practices
Examining the unexpected sophistication of preservice teachers’ beliefs about the relational dimensions of teaching
How memories of school inform preservice teachers' feared and desired selves as teachers
Preservice teachers' understanding of their professional goals
How failure shapes teacher identities
Against the Odds
| Citations per year | 0.75 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |