Teaching Mathematics Education to Mathematics and Education Undergraduates

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 (2023) Teaching Mathematics Education to Mathematics and Education Undergraduates. In: Practice-Oriented Research in Tertiary Mathematics Education: New Directions. Springer, pp. 311-327. ISBN 978-3-031-14174-4

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Mathematics Education courses are increasingly present in university programmes in Mathematics and in Education. In this chapter, we propose approaches to teaching and assessment which consider and address some of the challenges that university teachers face as they welcome students from diverse communities to Mathematics Education as an academic discipline. To this aim, we draw on our experiences of design, delivery and assessment of two introductory, optional courses in Research in Mathematics Education (RME), one to final-year BA Education students in an Education Department and one to final-year BSc Mathematics students in a Mathematics Department. We aim to discuss how such courses can facilitate students’ cross-disciplinary transition (from Mathematics or Education to Mathematics Education). First, we outline the literature and the theoretical underpinnings that ground the design of the two courses and their assessment frame. This frame consists of a typology of four characteristics of engagement with RME discourses which is informed by the Theory of Commognition and has emerged from our prior research with secondary mathematics teachers and university mathematics lecturers: consistency, specificity, reification of RME discourse, reification of mathematical discourse. Subsequently, we outline the two courses and sample one activity and student work from each course to demonstrate the use of our assessment frame and highlight insights emerging from its use (for example, in tracing narratives about mathematics and its pedagogy as students engage with the courses). We conclude with a brief discussion of the pedagogical potential of such activities – and of the two courses more broadly – for undergraduate students’ introduction to RME.

Item Type: Book Section
Uncontrolled Keywords: mathtask
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: 19 Jan 2023 15:30
Last Modified: 19 Jan 2023 15:30
URI: https://ueaeprints.uea.ac.uk/id/eprint/90642
DOI: 10.1007/978-3-031-14175-1_15

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