My research concerns the roles of advanced (university) mathematics in teacher education. In many countries, prospective mathematics teachers are required to complete extensive coursework in university level mathematics, or in some cases attain a bachelor’s degree in mathematics. This reality reflects a widespread disposition that engaging school teachers with mathematics that extends well beyond the school mathematics curriculum contributes to the quality of classroom instruction. However, specifying ways by which teachers' learning experiences in university mathematics courses may manifest in the work of teaching is a very challenging task, and consequently, this important aspect of teacher education is informed mostly by personal reflections and common sense, not by research.
Our research group explores connections between teaching and learning mathematics at the university and school levels, and utilizations of these connections in teacher education. These are some of the questions that we study:
- How do mathematicians and secondary teachers learn from and with one another while watching videotaped lessons and jointly inquiring into authentic teaching dilemmas therein?
- How can teachers utilize and adapt mathematical practices centered at university mathematics courses to inform their teaching decisions, for example in contingent situations?
- How can experienced mathematics teachers draw on their expertise in teaching as students graduate mathematics courses? How can professors in these courses draw on the teachers' teaching expertise?
- How can teaching approaches developed for higher education, such as the flipped classroom, be adapted to elementary mathematics classrooms?
- What are the ways in which mathematics professors try to support students during their transition from school learning mathematics at school to learning mathematics at university?
Consider joining our Research Group.