Novice mathematics teachers create themselves

Abstract

This study presents a qualitative research based on three narratives written by novice mathematics teachers. We examine their unique professional world during their first year of work. The methodology of narrative framework, on which this article is based, helps to gain better understanding of the need for novice mathematics teachers to have pedagogical knowledge. Findings reveal three themes of pedagogical knowledge: the attitude of novice teachers toward students with difficulties in mathematics; parents’ expectations of and involvement with novice mathematics teachers; teacher–student relations. The implications of the findings show that novice mathematics teachers are required to have not only content knowledge of mathematics but also, and above all, pedagogical knowledge. The implications of this study enable reassessment of emphases required in training mathematics teachers, as well as the assistance and support they need, especially as they launch their careers.

Keywords:

• Pedagogical knowledge
• mathematics content knowledge: narrative
• novice mathematics teachers

Notes

1. The entire population of novice teachers (early childhood, primary school, and high school teachers from the national, national-religious, and Arab sectors) were approached to write stories.