Experienced engineers becoming mathematics teachers: preliminary perceptions of mathematics teaching

• Ira Raveh ^[1] ; Yael Furman Shaharabani ^[2]
  1. [1] ORT Braude College

     ORT Braude College

     Israel

     
  2. [2] Oranim – Academic College of Education
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 50, Nº. 8, 2019, págs. 1223-1240
• Idioma: inglés
• DOI: 10.1080/0020739x.2019.1626501
• Texto completo no disponible (Saber más ...)
• Resumen

  • Engineers who choose to change careers and become mathematics teachers are a specific group as far as their mathematics learning in the context of engineering and their previous work experience are concerned. Regarding mathematics, they mainly engaged in applied mathematics associated with engineering, which is a highly practical field. This research explores experienced engineers’ perceptions of mathematics teaching-related topics, before starting their studies in a pre-service mathematics teacher preparation programme. This research explores their perceptions of mathematics as a discipline, mathematics teaching and mathematical understanding. The qualitative research involves three mechanical engineers, two industrial management engineers, and an electrical engineer. Semi-structured interviews were conducted before the beginning of the programme, and analysed qualitatively. The participants view engineering as an applied and changing discipline while perceiving mathematics as closed, rigorous, accurate, systematic, theoretical and as a tool for engineering. They mostly address general features of mathematics teaching while expressing a more multifaceted view of mathematical understanding. Due to the specific characteristics of the participants, this study may contribute to planning mathematics teacher preparation programmes for engineers.