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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 fndings 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.
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What Instructional Factors do Prospective Secondary Teachers Attribute to their Learning?
Although it is well known that motivational and cognitive resources influence secondary teachers’ instructional quality, less is known about the tertiary instructional factors that influence secondary teachers’ development of these resources. To address this gap, we report on factors that prospective secondary teachers attribute to their learning. We draw on survey responses of 70 prospective secondary teachers enrolled in mathematics courses for teachers using Mathematics of Doing, Understanding, Learning, and Educating for Secondary Schools (MODULE(S2)) materials in one of four content areas. We triangulate response themes with data from 300 prospective secondary teachers on their perceptions of instructional practices used in a mathematics course for teachers using the same suite of materials. Then, we compare these themes with literature documenting implementation of mathematics curricula in these courses. We argue that coordinating mathematics content, applications of mathematics to teaching practices, and tertiary instructional practices are key to success of these mathematics courses.
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- Award ID(s):
- 1726744
- PAR ID:
- 10483684
- Publisher / Repository:
- Conference for Research in Undergraduate Mathematics Education
- Date Published:
- Journal Name:
- Conference for Research in Undergraduate Mathematics Education
- Format(s):
- Medium: X
- Location:
- Omaha, Nebraska
- Sponsoring Org:
- National Science Foundation
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