Metaphor provides a potentially powerful rhetorical device to help me to tell informed and persuasive stories about mathematics education. In this ethnographic study I consider key episodes that serve to exemplify the complex experience of Initial Teacher Education (ITE) students of secondary mathematics education. I use a narrative analysis to shine a spotlight on the experiences of six beginning teachers so that the metaphors in their stories expose the impact that separately situated sites of teacher education have upon their beliefs and behaviour as teachers. Tensions between school and university contributors to teacher education have been well documented over many decades, but recent policy changes in the nature of post-graduate ITE in England bring these issues to the fore. In this study, I consider the influences of school-based and university-based teacher educators upon the beliefs of student secondary mathematics teachers and interpret the students’ perceptions of these influences on their actions as novice teachers. My analysis is framed by a model of experience and education articulated by Dewey as well as a framework of representations of knowledge in a culture of education articulated by theorists concerned with the relevance of constructivism and situated cognition as theories of learning. In this study, disturbances and discontinuities relating to the location and culture of ITE, together with the development of ITE students’ professional knowledge are uncovered, warranting further research.

The aim of this study was to investigate to what extent the preservice teachers perceived that they were ready for the teaching profession and the differences in preservice teachers&rsquo / readiness based on the year in the teacher education program, gender, high school type (teacher education high school or other), and existence of a teacher in the immediate family. The study was conducted at the Elementary Mathematics Education programs of universities in Ankara, Burdur, Bolu, Gaziantep, Izmir, Samsun and Sakarya in the spring semester of 2009-2010 academic year. The data were collected from 728 third and 4th year preservice mathematics teachers. Readiness of preservice mathematics teachers was assessed with a readiness scale which was developed by the researcher in the fall semester of 2009-2010 academic year. Data were analyzed with descriptive and inferential statistics. The results indicated that preservice mathematics teachers did not perceive their readiness at a high level. There was a significant difference in readiness scores for 3rd year preservice mathematics teachers and 4th year preservice mathematics teachers. It was found that the readiness of 4th year preservice mathematics teachers were significantly higher than the readiness of 3rd year preservice mathematics teachers. On the other hand, the results showed that there was no significant difference in readiness scores for female preservice mathematics teachers and male preservice mathematics teachers. Similarly, there was no significant difference in readiness scores for preservice mathematics teachers graduated from teacher education high school and preservice mathematics teachers graduated from other high school types, and between existence of a teacher in the immediate family of preservice mathematics teachers and nonexistence of a teacher in the immediate family of preservice mathematics teachers. Findings of the study indicated the need for improving the practice courses in order to increase preservice teachers&rsquo / readiness for the profession.

Jogos de verdade na constituição do bom professor de matemática é uma dissertação de mestrado que tem como objetivo de estudo discutir a relação estabelecida entre sujeitos licenciandos/estagiários de matemática e as verdades pedagógicas que os constituem como sujeitos morais. Como material investigativo, são tomados os ditos e os escritos de alunos do curso de licenciatura em matemática da UFRGS, capturados da dissertação de mestrado de Lenzi (2008), intitulada “Prática de ensino em educação matemática: a constituição das práticas pedagógicas de futuros professores de matemática”, com foco nos estágios de docência da formação inicial de professores e que evidencia os efeitos das relações de poder e verdade, através de discursos pedagógicos, na constituição e regulação de práticas pedagógicas. A análise desses ditos e escritos é realizada entendendo o sujeito como constituído discursivamente, através da clave foucaultiana, tendo a noção de jogos de verdade, perpassada pelo conceito wittgensteiniano de jogos de linguagem, como principal ferramenta para uma analítica discursiva dos modos de dizer-se e ver-se como bom professor de matemática, no espaço interinstitucional universidade-escola e na educação matemática contemporânea. Como possibilidades composicionais de um professor de matemática ético, são discutidas as maneiras pelas quais prescrições de caráter moral podem ser transformadas em condutas de caráter ético com efeitos estéticos no modo de conduzir-se do futuro professor de matemática. / Truth games on the composition of a good mathematics teacher is a master dissertation which aims to discuss the relation between the mathematics students/trainee teachers and the pedagogical truths that constitute them as moral subjects. As research material, the students’ statements and writings from the teaching course in mathematics at UFRGS are analyzed, taken from Lenzi (2008) masters dissertation entitled "Practical learning in mathematics education: the constitution of the pedagogical practices of future math teachers." with a focus on teaching practice in the graduation course and that make evident the effects of the alliance between power and truth through pedagogical discourses in the constitution and regulation of pedagogical practices. The analysis of these statements and writings is made considering this subject as a discourse composition, through foucaultian clef, having the notion of truth games, over wittgensteinian concept of language games, as the main tool for a discourse analysis of the ways one says or sees him/herself as a good mathematics teacher in the university-school ambient and in the contemporary mathematical education. As compositional possibilities of an ethical mathematics teacher, it is discussed the ways in which prescriptions of moral character can be transformed in conducts of ethical character with esthetic effects in the way the math teacher to be can guide him/herself.

Jogos de verdade na constituição do bom professor de matemática é uma dissertação de mestrado que tem como objetivo de estudo discutir a relação estabelecida entre sujeitos licenciandos/estagiários de matemática e as verdades pedagógicas que os constituem como sujeitos morais. Como material investigativo, são tomados os ditos e os escritos de alunos do curso de licenciatura em matemática da UFRGS, capturados da dissertação de mestrado de Lenzi (2008), intitulada “Prática de ensino em educação matemática: a constituição das práticas pedagógicas de futuros professores de matemática”, com foco nos estágios de docência da formação inicial de professores e que evidencia os efeitos das relações de poder e verdade, através de discursos pedagógicos, na constituição e regulação de práticas pedagógicas. A análise desses ditos e escritos é realizada entendendo o sujeito como constituído discursivamente, através da clave foucaultiana, tendo a noção de jogos de verdade, perpassada pelo conceito wittgensteiniano de jogos de linguagem, como principal ferramenta para uma analítica discursiva dos modos de dizer-se e ver-se como bom professor de matemática, no espaço interinstitucional universidade-escola e na educação matemática contemporânea. Como possibilidades composicionais de um professor de matemática ético, são discutidas as maneiras pelas quais prescrições de caráter moral podem ser transformadas em condutas de caráter ético com efeitos estéticos no modo de conduzir-se do futuro professor de matemática. / Truth games on the composition of a good mathematics teacher is a master dissertation which aims to discuss the relation between the mathematics students/trainee teachers and the pedagogical truths that constitute them as moral subjects. As research material, the students’ statements and writings from the teaching course in mathematics at UFRGS are analyzed, taken from Lenzi (2008) masters dissertation entitled "Practical learning in mathematics education: the constitution of the pedagogical practices of future math teachers." with a focus on teaching practice in the graduation course and that make evident the effects of the alliance between power and truth through pedagogical discourses in the constitution and regulation of pedagogical practices. The analysis of these statements and writings is made considering this subject as a discourse composition, through foucaultian clef, having the notion of truth games, over wittgensteinian concept of language games, as the main tool for a discourse analysis of the ways one says or sees him/herself as a good mathematics teacher in the university-school ambient and in the contemporary mathematical education. As compositional possibilities of an ethical mathematics teacher, it is discussed the ways in which prescriptions of moral character can be transformed in conducts of ethical character with esthetic effects in the way the math teacher to be can guide him/herself.

Jogos de verdade na constituição do bom professor de matemática é uma dissertação de mestrado que tem como objetivo de estudo discutir a relação estabelecida entre sujeitos licenciandos/estagiários de matemática e as verdades pedagógicas que os constituem como sujeitos morais. Como material investigativo, são tomados os ditos e os escritos de alunos do curso de licenciatura em matemática da UFRGS, capturados da dissertação de mestrado de Lenzi (2008), intitulada “Prática de ensino em educação matemática: a constituição das práticas pedagógicas de futuros professores de matemática”, com foco nos estágios de docência da formação inicial de professores e que evidencia os efeitos das relações de poder e verdade, através de discursos pedagógicos, na constituição e regulação de práticas pedagógicas. A análise desses ditos e escritos é realizada entendendo o sujeito como constituído discursivamente, através da clave foucaultiana, tendo a noção de jogos de verdade, perpassada pelo conceito wittgensteiniano de jogos de linguagem, como principal ferramenta para uma analítica discursiva dos modos de dizer-se e ver-se como bom professor de matemática, no espaço interinstitucional universidade-escola e na educação matemática contemporânea. Como possibilidades composicionais de um professor de matemática ético, são discutidas as maneiras pelas quais prescrições de caráter moral podem ser transformadas em condutas de caráter ético com efeitos estéticos no modo de conduzir-se do futuro professor de matemática. / Truth games on the composition of a good mathematics teacher is a master dissertation which aims to discuss the relation between the mathematics students/trainee teachers and the pedagogical truths that constitute them as moral subjects. As research material, the students’ statements and writings from the teaching course in mathematics at UFRGS are analyzed, taken from Lenzi (2008) masters dissertation entitled "Practical learning in mathematics education: the constitution of the pedagogical practices of future math teachers." with a focus on teaching practice in the graduation course and that make evident the effects of the alliance between power and truth through pedagogical discourses in the constitution and regulation of pedagogical practices. The analysis of these statements and writings is made considering this subject as a discourse composition, through foucaultian clef, having the notion of truth games, over wittgensteinian concept of language games, as the main tool for a discourse analysis of the ways one says or sees him/herself as a good mathematics teacher in the university-school ambient and in the contemporary mathematical education. As compositional possibilities of an ethical mathematics teacher, it is discussed the ways in which prescriptions of moral character can be transformed in conducts of ethical character with esthetic effects in the way the math teacher to be can guide him/herself.