Making university mathematics matter for secondary teacher preparation

Wasserman, Nicholas H.; Buchbinder, Orly; Buchholtz, Nils

doi:10.1007/s11858-023-01484-5

Cited by 9 publications

(1 citation statement)

References 105 publications

(120 reference statements)

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“…Comparatively small percentages emphasized subject matter, instructional purpose, or content. Other investigations confirm that experienced teachers produce more teaching planning decisions to determine the instructional task or activities applied by considering some aspects of the students and subject matter (Bakker et al, 2022;Cassibba et al, 2021;Chan & Yung, 2018;Wasserman et al, 2023).…”

Section: Discussionmentioning

confidence: 81%

Teachers Underutilize Their Learning Styles in Developing Thought-Provoking Questions: A Case Study

Putri,

As’ari,

Purwanto

et al. 2024

EUROPEAN J ED RES

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<p style="text-align: justify;">Teachers' learning styles are a crucial part of the learning process as they determine how teachers' brains capture and integrate information linked with the senses. Kurnia, identified as an auditory teacher, was expected to capture written information in a provided numeracy problem. Nevertheless, she prefers to capture visual information, like tables or figures, and utilize them to develop thought-provoking questions. Thus, this study intends to investigate her reasons and the factors affecting Kurnia's decision to utilize visual information as a reference in developing questions. This research adopts a qualitative design covering a case study. Kurnia was selected from 32 teachers from 28 schools; roughly 43% were from public schools, and 57% from private schools. Kurnia placed more emphasis on pictorial information before proposing questions, which was caused by situational factors: the subject matter, the grade level, the student's engagement in the class, the teacher's experience, the teaching experience, and the diversity of students' learning styles. This article recommends that teachers recognize their learning styles to know their strengths and weaknesses in teaching mathematics, and that they convey understandable information utilizing effective instructional methods that represent each learning style of students in the classroom.</p>

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Section: Discussionmentioning

confidence: 81%

Teachers Underutilize Their Learning Styles in Developing Thought-Provoking Questions: A Case Study

Putri,

As’ari,

Purwanto

et al. 2024

EUROPEAN J ED RES

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Preparing prospective secondary teachers to teach mathematical reasoning and proof: the case of the role of examples in proving

Buchbinder

McCrone

2023

ZDM Mathematics Education

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Mathematics teacher education programs in the United States are charged with preparing prospective secondary teachers (PSTs) to teach reasoning and proving across grade levels and mathematical topics. Although most programs require a course on proof, PSTs often perceive it as disconnected from their future classroom practice. Our design research project developed a capstone course Mathematical Reasoning and Proving for Secondary Teachers and systematically studied its effect on PSTs’ content and pedagogical knowledge specific to proof. This paper focuses on one course module—Quantification and the Role of Examples in Proving, a topic which poses persistent difficulties to students and teachers alike. The analysis suggests that after the course, PSTs’ content and pedagogical knowledge of the role of examples in proving increased. We provide evidence from multiple data sources: pre-and post-questionnaires, PSTs’ responses to the in-class activities, their lesson plans, reflections on lesson enactment, and self-report. We discuss design principles that supported PSTs’ learning and their applicability beyond the study context.

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On the relationship between school mathematics and university mathematics: a comparison of three approaches

Scheiner

Bosch

2023

ZDM Mathematics Education

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This paper examines how different approaches in mathematics education conceptualise the relationship between school mathematics and university mathematics. The approaches considered here include: (a) Klein’s elementary mathematics from a higher standpoint; (b) Shulman’s transformation of disciplinary subject matter into subject matter for teaching; and (c) Chevallard’s didactic transposition of scholarly knowledge into knowledge to be taught. Similarities and contrasts between these three approaches are discussed in terms of how they frame the relationship between the academic discipline and the school subject, and to what extent they problematise the reliance and bias towards the academic discipline. The institutional position implicit in the three approaches is then examined in order to open up new ways of thinking about the relationship between school mathematics and university mathematics.

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Making university mathematics matter for secondary teacher preparation

Cited by 9 publications

References 105 publications

Teachers Underutilize Their Learning Styles in Developing Thought-Provoking Questions: A Case Study

Teachers Underutilize Their Learning Styles in Developing Thought-Provoking Questions: A Case Study

Preparing prospective secondary teachers to teach mathematical reasoning and proof: the case of the role of examples in proving

On the relationship between school mathematics and university mathematics: a comparison of three approaches

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