Resumen de Prospective secondary teachers repositioning by designing, implementing and testing mathematics learning objects:: a conceptual framework

Joyce Mgombelo, Chantal Buteau

• This article describes a conceptual framework developed to illuminate how prospective teachers' learning experiences are shaped by didactic-sensitive activities in departments of mathematics. We draw from the experiences of prospective teachers in the Department of Mathematics at our institution in designing, implementing (i.e. computer programming) and testing mathematics learning objects. Based on Mason's work on awareness, a pilot small-scale study, and reflections on practice, we identified ownership, engagement, and pride as keys for positive learning experiences. We postulated that prospective teachers experience more ownership, engagement and pride while creating learning objects than doing more traditional tasks. This called for a large-scale study and hence a need for a conceptual framework. Embedded in our research is the question of whether there is a shift in prospective teachers' relationships to mathematics and mathematics didactics in terms of ownership, engagement and pride provoked by one activity relative to another. We characterize this shift as 'repositioning.'