Seeing the Continuity behind "Double Discontinuity": Investigating Hong Kong Prospective Mathematics Teachers' Secondary-Tertiary Transition

Autor/inn/en	Liang, Biyao; Ng, Oi-Lam; Chan, Yip-Cheung
Titel	Seeing the Continuity behind "Double Discontinuity": Investigating Hong Kong Prospective Mathematics Teachers' Secondary-Tertiary Transition
Quelle	In: Educational Studies in Mathematics, 113 (2023) 1, S.107-124 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ng, Oi-Lam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-022-10197-7
Schlagwörter	Foreign Countries; Preservice Teachers; Mathematics Education; Student Experience; College Mathematics; Secondary School Mathematics; Knowledge Level; Identification (Psychology); Student Adjustment; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Mathematische Bildung; Studienerfahrung; Wissensbasis; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Hongkong
Abstract	Felix Klein's notion of "double discontinuity" between university mathematics and secondary school mathematics has persisted in mathematics teacher education. Situating this study in Hong Kong, we investigated three prospective secondary teachers' experiences in higher education and secondary mathematics classrooms, including their figured worlds, identities, and mathematical knowledge constructed through those experiences. Our analysis revealed their contrasting experiences in these two contexts, adding to our understanding of the phenomenon of "double discontinuity" in terms of not only how it is relevant to Hong Kong but also how it may manifest in the specific cultural context. Moreover, we found coherency and continuity during the prospective teachers' secondary-tertiary transition; their learning experiences in both environments served as critical resources upon which they reflected to envision their future mathematics teaching. We conclude with implications and suggestions for mathematics teacher education to support prospective teachers' (and their future students') transitions between high school and university mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01