Opportunities to Learn From (Advanced) Mathematical Coursework: A Teacher Perspective on Observed Classroom Practice

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  • 1 Teachers College, Columbia University
  • | 2 Francis Marion University

This article explores secondary teachers’ opportunities to learn from an innovative real analysis course, as reflected in their actual classroom teaching. The course used cases of teaching as a site for applying mathematics and developing pedagogical mathematical practices. This article explores particular teaching moments in (N = 6) secondary teachers’ classrooms, and the attributions they gave for why they engaged in those teaching practices. Teachers engaged in instructional practices that exemplified course objectives, and their attributions for their actions contribute a teacher perspective on opportunities to learn in teacher education from (advanced) mathematical coursework. Results highlight cases of teaching and modeled instruction as catalysts of change and as opportunities to develop pedagogy from mathematical activity, and vice versa.

Footnotes

The research reported in this article was supported by the National Science Foundation under collaborative Grant Nos. DUE 1524739, DUE 1524681, and DUE 1524619. Any opinions, findings, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. The research reported in this article was part of a larger project, Upgrading Learning for Teachers in Real Analysis (ULTRA), which included other collaborators. The authors wish to express their deep appreciation to those collaborators, Keith Weber, Juan Pablo Mejia-Ramos, and Timothy Fukawa-Connelly, for their invaluable contributions to the instructional design and research components of the larger ULTRA project in which this work is situated. In addition, we would like to thank the anonymous reviewers and the former and current JRME editors, Jinfa Cai and Patricio Herbst, for their helpful comments on earlier drafts of this manuscript.

Contributor Notes

Nicholas H. Wasserman, Program in Mathematics Education, Teachers College, Columbia University, 525 W. 120th St, Box 210-M, New York, NY 10027; wasserman@tc.columbia.edu

William McGuffey, Department of Mathematics, Francis Marion University, P.O. Box 100547, Florence, SC 29501; will.mcguffey@fmarion.edu

Journal for Research in Mathematics Education
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