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Nicholas H. Wasserman and William McGuffey

a unique challenge in teacher education. In this article, we consider the mathematical education of secondary teachers, specifically their advanced mathematical coursework in an innovative real analysis course. Previous research about this course

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Nicholas H. Wasserman, Keith Weber, Timothy Fukawa-Connelly, and Juan Pablo Mejía-Ramos

line segments. Introducing students to segment-skewing transformations foreshadows important ways of thinking about area in calculus. (Indeed, the ideas for this article came from an NSF-funded project to design a real analysis class for secondary

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Paul Christian Dawkins and Dov Zazkis

(2015) gave undergraduate real analysis students training that encouraged use of these productive strategies. The authors found that after some refinement to make the instructions more effective, all the endorsed strategies helped their study

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Jennifer A. Czocher and Keith Weber

graphical arguments and verbal-symbolic proofs in a real analysis context . Educational Studies in Mathematics , 93 ( 2 ), 155 – 173 . doi: 10.1007/s10649-016-9698-3 77. Zeilberger , D