Turning moments: the crossroads of the prospective secondary teachers’ attitude towards math

• Gemma Carotenuto ^[1] ; Cristina Coppola ^[1] ; Pietro Di Martino ^[3] ; Tiziana Pacelli ^[2]
  1. [1] University of Salerno

     University of Salerno

     Fisciano, Italia

     
  2. [2] University of Naples Federico II

     University of Naples Federico II

     Nápoles, Italia

     
  3. [3] Università degli Studi di Pisa

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• Localización: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education / coord. por Ceneida Fernández Verdú, Salvador Llinares Ciscar, Ángel Gutiérrez Rodríguez, Núria Planas i Raig, Vol. 2, 2022 (Research Reports A – H), ISBN 978-84-1302-176-8, págs. 99-106
• Idioma: inglés
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  • Relationship with mathematics strongly affects teachers’ practices. Specialist mathematics teachers’ positive relationship is often taken for granted, although recent studies suggest that this may not be the case. In this paper we present a narrative research aimed at investigating which events do prospective secondary teachers recognise as crucial in the development of their relationship with mathematics. The analysis reveals that experiences of success/failure in mathematics, teacher’s opinion, teacher’s charisma, and experiences of helping someone with maths are frequent factors influencing these events, impacting on prospective teachers' emotions, perceived competences, and view of mathematics.