Pre- and in-service teachers’ perceived value of an experimental real analysis course for teachers

• Will McGuffey ^[1] ; Ruby Quea ^[2] ; Keith Weber ^[2] ; Nick Wasserman ^[3] ; Tim Fukawa-Connelly ^[4] ; Juan Pablo Mejia Ramos ^[1]
  1. [1] Francis Marion University

     Francis Marion University

     Estados Unidos

     
  2. [2] Rutgers University

     Rutgers University

     City of New Brunswick, Estados Unidos

     
  3. [3] Columbia University

     Columbia University

     Estados Unidos

     
  4. [4] Temple University

     Temple University

     City of Philadelphia, Estados Unidos

     

  Mostrar afiliaciones +
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 50, Nº. 8, 2019, págs. 1166-1190
• Idioma: inglés
• DOI: 10.1080/0020739x.2019.1587021
• Texto completo no disponible (Saber más ...)
• Resumen

  • Prospective secondary mathematics teachers are usually required to complete several university advanced mathematics courses before being certified to teach secondary mathematics. However, teachers usually do not find these courses to be valuable for their teaching.

    We designed an experimental real analysis course with the goal of making real analysis content useful and relevant to teaching. Our approach was to ground the real analysis content in pedagogical situations that problematized a secondary mathematics topic, where the nuances of teaching secondary mathematics could be informed by the real analysis that was covered. The experimental course was implemented in a graduate teacher education programme with 32 pre- and in-service teachers (PISTs). After the course, we conducted focus group interviews with 20 of these PISTs to get feedback on how the course was valuable to their teaching practice. Many PISTs found the course to be valuable for teaching secondary mathematics, as well as for their understanding of secondary mathematics and real analysis.