Making Real Analysis Relevant to Secondary Teachers: Building Up from and Stepping Down to Practice
2016; Taylor & Francis; Volume: 27; Issue: 6 Linguagem: Inglês
10.1080/10511970.2016.1225874
ISSN1935-4053
AutoresNicholas H. Wasserman, Timothy Fukawa-Connelly, Matthew Villanueva, Juan Pablo Mejía-Ramos, Keith Weber,
Tópico(s)Statistics Education and Methodologies
ResumoFuture teachers often claim that advanced undergraduate courses, even those that attempt to connect to school mathematics, are not useful for their teaching. This paper proposes a new way of designing advanced undergraduate content courses for secondary teachers. The model involves beginning with an analysis of the curriculum and practices of school mathematics and its teaching, and then using those to build up to the advanced mathematics – in this case, real analysis. After developing definitions, examples, theorems, and proofs, the model 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. To illustrate the model, we provide and discuss two example tasks.
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