Justifying a phenomenographic approach to investigating primary student teachers’ perceptions of mathematics

Jackson, Elizabeth (2009) Justifying a phenomenographic approach to investigating primary student teachers’ perceptions of mathematics. In: Research FEST 2009, July 2009, University of Cumbria.

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Abstract

This paper outlines the planning of a phenomenographic study, as part of a doctorate in educational research, in exploration of primary student teachers’ perceptions of mathematics at the outset of Initial Teacher Education. It is intended to be of interest to past, current and future researchers in terms of the use of phenomenography as a research approach. It addresses both strengths of the approach for the intended study, and limitations, with
justification provided for the methodological choices made

Item Type: Conference or Workshop Item (Paper)
Journal or Publication Title: n/a
Departments: Faculty of Education, Arts and Business > Institute of Education > Primary School Direct > School Partnerships
Depositing User: Insight Administrator
Date Deposited: 03 Dec 2010 14:45
Last Modified: 10 Feb 2017 18:47
URI: http://insight.cumbria.ac.uk/id/eprint/833

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