We all are familiar with failure. Pupils do not like to fail and teachers do not like to see pupils fail; thus, it is understood that failure must be ‘fixed’. These discourses portray failure as simple and easily ‘measured’, when in fact we know little about the nature of failure and the various shapes it may take. This project will contribute to our understanding of failure and its complexity by exploring future teachers’ narrated failures in mathematics through their identity work. This project also aims to uncover the pedagogical approaches that may help future teachers to address their own and their pupils’ failures. Various sources of narrative data will be obtained from future mathematics and elementary school teachers at the University of Oulu. This topic is relevant, as failure can swiftly define one’s entire identity. Moreover, mathematics is viewed as an agent of societal progress, and failure prevents many students from pursuing math-related careers. |