Addressing the Dilemma of Advanced Mathematics in Secondary Teacher Preparation: The Case of a Real Analysis Course
Nicholas Wasserman, Teachers College - Columbia University
It is fairly commonplace that secondary mathematics teachers report little value in taking advanced undergraduate mathematics courses (e.g., Wasserman, et al, 2015; Zazkis & Leikin, 2010) – and their perceptions, while perhaps not always informed, are not unwarranted. In this talk, we will explore a novel instructional model for teaching such courses, based on work designing a Real Analysis course, that attempts to situate and connect the advanced mathematics more clearly to the future work and practice of secondary teaching. In particular, I will elaborate on some tasks from the Real Analysis course that exemplify this approach, and then consider various sources of data from a first implementation with secondary mathematics teachers – student work, written reflections, focus group interviews – to investigate the potential benefits and implications.