Karoline Nilsen Kongshavn has followed the PhD Programme at the Faculty of Engineering and Science, with Specialization in Mathematical Sciences, Scientific Field Mathematics Education.
- Trial lecture starts at 10:30
- Public defence starts at 12:30
Title of trial lecture: "From knowledge to practice and back: Perspectives in research on mathematics teacher education"
Read the thesis in the Norwegian Research Repository
Disputation chair: Ingvald Erfjord, Department for Mathematical Sciences
Assessment committee:
- First opponent: Professor Reidar Mosvold, University of Stavanger, Norway
- Second opponent: Professor Dr. Leander Kempen, University of Greifswald, Germany
- Chair of Assessment Committee: Associate Professor Zelha Tunc Pekkan, University of Agder
Supervisors in the doctoral work:
- Main supervisor: Professor II Christine Dorothea Knipping, University of Agder
- Co-supervisor: Professor Martin Carlsen, University of Agder
Summary of thesis
The need to better understand practice-based learning opportunities for preservice teachers, along with the need for more research addressing teacher preparation within the area of proof and proving, both stand at the very core of my research. Through a qualitative case study design, my research investigates fourth year preservice mathematics teachers processes of learning proof-based teaching through peer teaching and collective reflection in a university course context. Learning proof-based teaching in here seen as a process of gradually gaining familiarity with ideas, values, norms and practices constitutive of such an approach. As part of a didactics course in algebra and number theory, fourth-year preservice teachers took turns acting as ‘teachers-of-the-week’, enacting lessons that emphasised proof-based teaching with their peers. Based on prompts from their professor, the preservice teachers reflected weekly on their joint experiences with proof-based teaching in online discussion forum. I also provided the preservice teachers the opportunity to reflect on their planned and enacted proof-based teaching lessons. These sessions enabled them to articulate and negotiate the meanings of their joint experiences with proof-based teaching.
Through a reflexive thematic analysis, my research investigates characteristics of preservice teachers discourse on proof-based teaching, when reflecting on their own and their peers and professors planned and enacted lessons. Overall, my results reveal several characteristics of preservice teachers’ discourse on proof-based teaching, highlighting opportunities for appropriating key ideas, norms, and practices central to this approach. The results thus suggest that engagement in peer teaching and collective reflection supports preservice teachers’ enculturation into proof-based teaching.
What to do as an online audience member
The disputation is open to the public. To follow the trial lecture and the public defense online, register on Zoom.
We ask online audience members to join no earlier than 10 minutes in advance. After these times, you can leave and rejoin the meeting at any time.
Opponent ex auditorio:
The deadline for the public to pose questions is during the break between the two opponents. Questions ex auditorio can be submitted to Disputation Chair Ingvald Erfjord.
Contact person
- victoria.belous@uia.no
- Phone
- +47 38 14 23 46