ABSTRACT

Studies have shown that failure experiences play a role in pre-service teachers’ development. Given that autobiographical experiences are a foundation of learning and that failure is a wide-spread experience, particularly in mathematics, we need further insight into what kind of experience failure actually is. This paper draws on 59 pre-service teachers’ written experiences of failure in order to map them out and provide insight into what counts as failure from the perspective of the future teachers of mathematics, that is, pre-service mathematics and pre-service elementary school teachers. The findings, alongside the earlier research on negative experiences, form a basis for conceptualising failure in mathematics as an autobiographical experience and distinguishing it from a negative experience. A theoretical insight into the nature of failure is gained; the failure experiences seem to be less relational than anticipated. The paper also discusses the relevance of failure experiences for teacher education.

摘要

研究表明，失败经历对职前教师的发展有影响。鉴于自传体经历是学习的基础，而失败是一种广泛存在的经历，尤其是在数学领域，我们需要进一步深入了解失败到底是一种什么样的经历。本文借鉴了 59 位职前教师失败的书面经验，以便从未来的数学教师（即职前数学和职前小学）的角度将它们映射出来并提供对什么算作失败的洞察学校老师。这些发现，连同早期对消极经历的研究，构成了将数学失败概念化为自传体经历并将其与消极经历区分开来的基础。获得了对失败本质的理论洞察力；失败经历似乎没有预期的相关。本文还讨论了失败经历与教师教育的相关性。