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Focusing on pre-service teachers' experiences, this project delves into their perceptions of mathematics and teaching during an elementary curriculum course. Utilizing a complexity framework and narrative inquiry, it examines how participant stories reveal evolving images of teaching and learning. The analysis highlights co-negotiated tensions and contradictions in their narratives, offering insights into both their development and the broader implications for teacher transformation. This inquiry aims to illuminate the intricate dynamics of teaching practices and the evolution of educators' identities.
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Transforming Images of Mathematics/Teaching, Paul Betts
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- 2011
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