Including School Mathematics Teaching Applications in an Undergraduate Abstract Algebra Course
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| Title: | Including School Mathematics Teaching Applications in an Undergraduate Abstract Algebra Course |
|---|---|
| Language: | English |
| Authors: | Álvarez, James A. M. (ORCID |
| Source: | PRIMUS. 2022 32(6):685-703. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2022 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | DUE1726624 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education High Schools Secondary Education |
| Descriptors: | College Mathematics, Undergraduate Study, Mathematics Instruction, Algebra, High Schools, Secondary School Mathematics, Mathematical Concepts, Preservice Teachers, Secondary School Teachers, Mathematics Teachers, Active Learning, Lesson Plans, Documentation, Equations (Mathematics), Instructional Materials, Course Content |
| DOI: | 10.1080/10511970.2021.1912230 |
| ISSN: | 1051-1970 1935-4053 |
| Abstract: | We describe the design and implementation of lessons in undergraduate abstract algebra that integrate applications to teaching high school mathematics. Each lesson consists of a pre-activity, class activity, homework set, assessment questions and detailed instructor notes. The included applications intend to bridge advanced mathematics concepts to secondary school mathematics content for prospective secondary mathematics teachers, as well as provide instructors with a useful resource. Each lesson includes four guiding features: addressing meaningful content; making connections to mathematics teaching; emphasizing active learning; and providing comprehensive notes for instructors. Interviews with instructors and their students document how the instructors adapted the lessons to their classrooms and how the lessons influenced undergraduates' mathematical understanding. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1345537 |
| Database: | ERIC |
| Abstract: | We describe the design and implementation of lessons in undergraduate abstract algebra that integrate applications to teaching high school mathematics. Each lesson consists of a pre-activity, class activity, homework set, assessment questions and detailed instructor notes. The included applications intend to bridge advanced mathematics concepts to secondary school mathematics content for prospective secondary mathematics teachers, as well as provide instructors with a useful resource. Each lesson includes four guiding features: addressing meaningful content; making connections to mathematics teaching; emphasizing active learning; and providing comprehensive notes for instructors. Interviews with instructors and their students document how the instructors adapted the lessons to their classrooms and how the lessons influenced undergraduates' mathematical understanding. |
|---|---|
| ISSN: | 1051-1970 1935-4053 |
| DOI: | 10.1080/10511970.2021.1912230 |
