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Including School Mathematics Teaching Applications in an Undergraduate Discrete Mathematics Course

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Title: Including School Mathematics Teaching Applications in an Undergraduate Discrete Mathematics Course
Language: English
Authors: Fulton, Elizabeth W. (ORCID 0000-0002-7812-915X), Arnold, Elizabeth G. (ORCID 0000-0003-0905-311X), Burroughs, Elizabeth A. (ORCID 0000-0002-7452-2755), Álvarez, James A. M. (ORCID 0000-0001-8220-4741), Kercher, Andrew (ORCID 0000-0003-1387-7242), Turner, Kyle (ORCID 0000-0002-0383-4997)
Source: PRIMUS. 2022 32(6):704-720.
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: 17
Publication Date: 2022
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: DUE1726624
Document Type: Journal Articles
Reports - Descriptive
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: High Schools, Secondary School Mathematics, Mathematics Instruction, Undergraduate Study, Preservice Teachers, High School Teachers, Preservice Teacher Education, Course Content, Relevance (Education), Active Learning, Documentation, Mathematics Teachers
DOI: 10.1080/10511970.2021.1905120
ISSN: 1051-1970
1935-4053
Abstract: This paper introduces lessons designed to incorporate applications to teaching high school mathematics in an undergraduate Discrete Mathematics course. Because many prospective high school teachers do not take courses that are specifically designed for teachers, providing materials aimed at teacher preparation that can be easily integrated into courses that serve a general mathematics major is one strategy for addressing mathematics teacher preparation. We developed lessons using four guiding features: choosing appropriate content; making school mathematics connections; incorporating active learning; and providing robust lesson notes. Our interview-based findings document how the lessons were used by instructors and analyze the mathematical ideas and understandings that arose from the use of the lessons at two different sites.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1345540
Database: ERIC
FullText Text:
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  Data: Including School Mathematics Teaching Applications in an Undergraduate Discrete Mathematics Course
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  Data: <searchLink fieldCode="AR" term="%22Fulton%2C+Elizabeth+W%2E%22">Fulton, Elizabeth W.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7812-915X">0000-0002-7812-915X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Arnold%2C+Elizabeth+G%2E%22">Arnold, Elizabeth G.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0905-311X">0000-0003-0905-311X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Burroughs%2C+Elizabeth+A%2E%22">Burroughs, Elizabeth A.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7452-2755">0000-0002-7452-2755</externalLink>)<br /><searchLink fieldCode="AR" term="%22Álvarez%2C+James+A%2E+M%2E%22">Álvarez, James A. M.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8220-4741">0000-0001-8220-4741</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kercher%2C+Andrew%22">Kercher, Andrew</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1387-7242">0000-0003-1387-7242</externalLink>)<br /><searchLink fieldCode="AR" term="%22Turner%2C+Kyle%22">Turner, Kyle</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0383-4997">0000-0002-0383-4997</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22PRIMUS%22"><i>PRIMUS</i></searchLink>. 2022 32(6):704-720.
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  Data: 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
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  Data: Y
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  Data: 17
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  Data: <searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Content%22">Course Content</searchLink><br /><searchLink fieldCode="DE" term="%22Relevance+%28Education%29%22">Relevance (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Documentation%22">Documentation</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink>
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  Data: 10.1080/10511970.2021.1905120
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  Data: 1051-1970<br />1935-4053
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  Data: This paper introduces lessons designed to incorporate applications to teaching high school mathematics in an undergraduate Discrete Mathematics course. Because many prospective high school teachers do not take courses that are specifically designed for teachers, providing materials aimed at teacher preparation that can be easily integrated into courses that serve a general mathematics major is one strategy for addressing mathematics teacher preparation. We developed lessons using four guiding features: choosing appropriate content; making school mathematics connections; incorporating active learning; and providing robust lesson notes. Our interview-based findings document how the lessons were used by instructors and analyze the mathematical ideas and understandings that arose from the use of the lessons at two different sites.
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  Data: 2022
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  Data: EJ1345540
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