Pre-service mathematics teachers’ framework usage in degree theses

Abstract

This study contributes to the research field of research-based mathematics teacher education by offering insights into the scientific competencies of students at the end of their education. Ninety-eight pre-service secondary school teachers’ uses of theoretical and methodological frameworks in 74 degree theses in mathematics education at 14 Swedish universities were examined. A content analysis was conducted focusing on the various roles of frameworks, explicit and implicit applications of frameworks, and combinations of frameworks in the theses. The findings reveal both explicit and implicit uses of theoretical and methodological frameworks, with a greater prevalence of implicit usage in theses addressing teaching practices. Multiple framework combinations were identified, some resulting in potential issues of over-framing and theoretical incompatibility. These results have implications for teacher education, particularly regarding explicitness when applying scientific methods related to didactical practices, such as employing theories in analyses and justifications of scientific choices.