The research mathematicians in the classroom: How their practice has potential to foster student horizon

Mali, Angeliki, Petropoulou, Georgia, Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 and Hewitt, Dave (2021) The research mathematicians in the classroom: How their practice has potential to foster student horizon. In: Development of Mathematics Teacher Educators: International Perspectives and Challenges. Springer, New York, pp. 63-82.

Full text not available from this repository. (Request a copy)

Abstract

In this chapter, we explore research mathematicians’ views on their teaching and how it is related to their own mathematical research while they teach calculus to students who may become mathematics schoolteachers. We use observational and interview data of lectures and tutorials across Greece and the UK, focusing on four extending practices (Mali & Petropoulou, 2017) found as drawing on examples, connecting mathematical areas, visualising and simplifying. We explain how explicitness to students through meta-commenting on the four practices has the potential to foster students’ mathematical horizon, concluding with a discussion of the implications for mathematics teacher education.

Item Type:	Book Section
Uncontrolled Keywords:	mathematical horizon,research mathematicians,calculus teaching,extending practices,meta-commenting,mathematics teacher education
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Research in Mathematics Education
Depositing User:	LivePure Connector
Date Deposited:	12 Apr 2021 23:54
Last Modified:	24 Sep 2024 08:17
URI:	https://ueaeprints.uea.ac.uk/id/eprint/79691
DOI:

Actions (login required)

View Item