Abstract
AbstractEmotions associated with prior mathematics learning experiences endure for some pre-service teachers, leaching into their own teaching of mathematics. Taking a sociology of emotions framing, the naturalistic study used event-oriented social inquiry and employed multiple methods (classroom transcripts, interviews, email conversations and reflective notes). In the event selected for this paper, we identified the importance of teacher educators intentionally attending to emotions in pre-service mathematics classes to address a dominant cognitive emphasis in learning to teach mathematics. We found that collective empathy was central to an emotional climate in which responses to individual and collective emotions were considered. We argue that collectively creating an emotionally safe environment in pre-service teacher education can help disrupt cycles of negative emotion associated with mathematics.
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