An Evaluation of ULTRA; An Experimental Real Analysis Course Built on a Transformative Theoretical Model

Autor/inn/en	Fukawa-Connelly, Timothy; Mejía-Ramos, Juan Pablo; Wasserman, Nicholas H.; Weber, Keith
Titel	An Evaluation of ULTRA; An Experimental Real Analysis Course Built on a Transformative Theoretical Model
Quelle	In: International Journal of Research in Undergraduate Mathematics Education, 6 (2020) 2, S.159-185 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fukawa-Connelly, Timothy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2198-9745
DOI	10.1007/s40753-019-00102-8
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Mathematics Teachers; Mathematical Concepts; Teaching Methods; Secondary School Mathematics; Pedagogical Content Knowledge; Mathematics Curriculum + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz
Abstract	Most prospective secondary mathematics teachers in the United States complete a course in real analysis, yet view the content as unrelated to their future teaching. We leveraged a theoretically-motivated instructional model to design modules for a real analysis course that could inform secondary teachers' actionable content knowledge and pedagogy. The theoretical model and designed curriculum launches the study of advanced mathematics content, in this case, real analysis, via authentic 7-12 classroom situations, abstracts the secondary mathematics, and uses that content to motivate the presentation of the advanced mathematics content. Subsequently, the curriculum then reconnects to practice, asking the teachers to translate ideas from real analysis in ways that are appropriate for teaching high school content to students. This study evaluated the success of the curriculum in terms of the students' proficiency with real analysis, challenging secondary mathematics content, and the use of that content in teaching situations via both written post-tests and interviews and showed the viability of the model and experimental curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01