ERIC Number: EJ1345537
Record Type: Journal
Publication Date: 2022
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1051-1970
EISSN: EISSN-1935-4053
Including School Mathematics Teaching Applications in an Undergraduate Abstract Algebra Course
Álvarez, James A. M.; Kercher, Andrew; Turner, Kyle; Arnold, Elizabeth G.; Burroughs, Elizabeth A.; Fulton, Elizabeth W.
PRIMUS, v32 n6 p685-703 2022
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.
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
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DUE1726624