Journal of Mathematics Teacher Education

, Volume 11, Issue 2, pp 83–88 | Cite as

Imagination as a tool in mathematics teacher education

  • Olive Chapman

Reflection is increasingly used to support mathematics teacher education. Emerging from Dewey’s (1933) work, reflection is widely accepted as an important tool to facilitate prospective teachers’ learning during their education programs. It can allow prospective teachers to make explicit and examine their initial conceptions and beliefs about teaching and mathematics that provide a basis of their sense making and learning. It also allows them to articulate, examine, question, and monitor their knowledge, beliefs, and goals embodied in their practicum teaching to develop a deeper sense of teaching and themselves as teachers (Freese, 2006). These uses of reflection are evident in instructional approaches that have been investigated in studies on prospective mathematics teacher education (e.g., Artzt, 1999; Chapman, 2007; Ebby, 2000; Lee, 2005). In the case of Artzt (1999), she provided a detailed model to guide prospective teachers’ reflection as a basis of their learning during student...


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Copyright information

© Springer Science+Business Media B.V. 2008

Authors and Affiliations

  1. 1.University of CalgaryCalgaryCanada

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