Purposes and perceptions: What do university mathematics professors see as their role in the education of secondary mathematics teachers?

Angela M. Hodge, Carla V. Gerberry, Erin R. Moss, Megan E. Staples

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

The content coursework of preservice secondary mathematics teachers (PSMTs) is a current topic of concern in both the mathematics and education fields. There is a need to determine the knowledge and dispositions necessary to teach secondary mathematics and how coursework can help PSMTs develop the appropriate knowledge and dispositions. In response, this study sought the perceptions on PSMTs' knowledge and dispositions from mathematics teachers who typically teach PSMTs. In addition, mathematics professors were asked how upper-level mathematics course work could contribute to PSMTs learning of desired knowledge and dispositions. Results provide a picture of what professors articulate as important to preservice secondary mathematics teacher training and perceptions of their role in supporting the PSMTs' training. Implications for preservice teacher education and cross-department collaboration are discussed.

Original languageEnglish (US)
Pages (from-to)646-663
Number of pages18
JournalPRIMUS
Volume20
Issue number8
DOIs
StatePublished - Nov 2010

Keywords

  • Mathematics coursework for teachers
  • Mathematics professors' perceptions
  • Preservice teachers
  • Secondary mathematics
  • Teacher knowledge

ASJC Scopus subject areas

  • Mathematics(all)
  • Education

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