Understanding Future Teachers’ Mathematical Knowing to Overcome Double Discontinuities

Cho, Hyungmi; Kwon, Oh Nam

doi:10.1142/9789813224223_0005

Cited by 1 publication

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“…Regardless of the structure of the course, the nature of the instructional activities it provides should be flexible enough to allow students to experience mathematical practices, such as problem solving, conjecturing, generalizing, and proving. Cho and Kwon (2017), for example, specify the ways that rigorously understanding the processes for making theorems and using and extending definitions is productive. This direction inspired research approaches which developed and examined course structures and activities which exposed students to different mathematical practices (e.g., Bauer & Kuennen, 2016;Christy & Sparks, 2015;Kempen & Biehler, 2019).…”

Section: Distinguishing Mathematical Concepts From Mathematical Pract...mentioning

confidence: 99%

Making university mathematics matter for secondary teacher preparation

Wasserman

Buchbinder

Buchholtz

2023

ZDM Mathematics Education

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Internationally, questions about the perceived utility of university mathematics for teaching school mathematics pose an ongoing challenge for secondary mathematics teacher education. This special issue is dedicated to exploring this topic and related issues in the preparation of secondary mathematics teachers—by which we mean teachers of students with ages, approximately, of 12–18 years. This article introduces this theme and provides a semi-systematic survey of recent related literature, which we use to elaborate and situate important theoretical distinctions around the problems, challenges, and solutions of university mathematics in relation to teacher education. As part of the special issue, we have gathered articles from different countries that elaborate theoretical and empirical approaches, which, collectively, describe different ways to strengthen university mathematics with respect to the aims of secondary teacher education. This survey paper serves to lay out the theoretical groundwork for the collection of articles in the issue.

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Section: Distinguishing Mathematical Concepts From Mathematical Pract...mentioning

confidence: 99%