Teacher education can provide opportunities for contributing towards a re-envisaging of the teaching and learning of mathematics in the primary classroom. This study documents the experiences of one student teacher who, during her mathematics education courses, embraced a perception of mathematics as a social, creative and experiential discipline. During her subsequent teaching practicum she sought to teach mathematics using a variety of problems set in meaningful contexts with an emphasis on children being creators of mathematics. Michele’s experience suggests that student teachers can effectively learn and implement ways of teaching mathematics that support the aspirations of New Zealand’s curriculum document.
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