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This study investigates the effectiveness of epistemic network analysis in examining preservice mathematics teachers' professional vision development over time.

March 16, 2026Educational Studies in MathematicsOpen Access

Analyzing preservice mathematics teachers’ professional vision using epistemic network analysis

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Authors

JKJennifer KornellClemson University AWAkhenaton WilbournClemson University KSKhushbu SinghUniversity of Virginia

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Implication

Exploratory analysis reveals insights into preservice mathematics teachers’ professional vision development through discourse modeling.

Key Points

This study investigates the effectiveness of epistemic network analysis in examining preservice mathematics teachers' professional vision development over time.
Employed epistemic network analysis as a quantitative ethnography method.
Analyzed weekly field observation reflections from preservice mathematics teachers.
Utilized discourse modeling to assess cognitive connections in the reflections.
Generated network graph visualizations to identify changes in discourse.
Identified substantial differences in connection patterns regarding instructional aspects over time.
Produced visualizations that showcased significant changes in discourse at both the group and individual levels.
Validated qualitative insights with empirical evidence through a structured analytical framework.

Cite This Study

Kornell et al. (2026) studied this question.

synapsesocial.com/papers/69b79e638166e15b153ab9f7 https://doi.org/10.1007/s10649-025-10477-y

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Analyzing preservice mathematics teachers’ professional vision using epistemic network analysis

Discussion

Member takes

Implication

Key Points

Cite This Study

Analyzing preservice mathematics teachers’ professional vision using epistemic network analysis

Discussion

Member takes

Implication

Key Points

Cite This Study

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