Enhancing prospective secondary teachers’ potential competence for enacting core teaching practices—through experiences in university mathematics and statistics courses

In 1908, Felix Klein suggested that to mend the discontinuity that prospective secondary teachers face, university instruction must account for teachers’ needs. More than a century later, problems of discontinuity remain. Our project addresses the dilemma of discontinuity in university mathematics c...

Full description

Saved in:
Bibliographic Details
Published in:ZDM 2023-08, Vol.55 (4), p.867-881
Main Authors: Lai, Yvonne, Strayer, Jeremy F., Ross, Andrew, Adamoah, Kingsley, Anhalt, Cynthia O., Bonnesen, Chris, Casey, Stephanie, Kohler, Brynja, Lischka, Alyson E.
Format: Article
Language:English
Subjects:
Addition & subtraction
Algebra
Applied mathematics
College Mathematics
Colleges & universities
Course Content
Curriculum Development
Discontinuity
Education
Educational Research
Geometry
Knowledge
Learning
Mathematical analysis
Mathematics
Mathematics Education
Mathematics teachers
Motivation
Original Paper
Secondary School Mathematics
Secondary School Teachers
Socialization
Statistics
Students
Teacher Competencies
Teachers
Teaching
Teaching Methods
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:In 1908, Felix Klein suggested that to mend the discontinuity that prospective secondary teachers face, university instruction must account for teachers’ needs. More than a century later, problems of discontinuity remain. Our project addresses the dilemma of discontinuity in university mathematics courses through simulating core teaching practices in mathematically intensive ways. In other words, we interpret teachers’ needs to include integrating content and pedagogy. We argue that doing so has the potential to impact teachers’ competence. To make this argument, we report findings from the Mathematics of Doing, Understanding, Learning, and Educating for Secondary Schools (MODULE(S2)) project. The results are based on data from 324 prospective secondary mathematics teachers (PSMTs) enrolled in courses using curricular materials developed by the project in four content areas (algebra, geometry, modeling, and statistics). We operationalized competence in terms of PSMTs’ content knowledge for teaching and their motivation for enacting core teaching practices. We examined pre- and post-term data addressing these constructs. We found mean increases in PSMTs’ outcomes in content knowledge for teaching and aspects of motivation.
ISSN:1863-9690
1863-9704
DOI:10.1007/s11858-023-01485-4