Emerging perspective of a mathematics teacher educator on connections between advanced and school mathematics

Priestly Malambo

doi:10.29333/mathsciteacher/13702

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Priestly Malambo ¹ ^*

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¹ Department of Mathematics and Science Education, University of Zambia, Lusaka, ZAMBIA^* Corresponding Author

Abstract

Contemporary research on mathematics teacher education reveals attention by researchers on mathematics connections (MC). Nevertheless, researchers have not investigated experiential views of mathematics teacher educators (MTEs) around MC. This article addresses the scenario by relating findings of an intrinsic case study involving a purposively chosen MTE. MTE responded to interview questions regarding experiential viewpoints on connections between advanced and school mathematics. Narrative data analysis suggested that MTE prefers special mathematics education courses (MECs). Envisaged MEC are supposed to align with school mathematics but comprised of subject matter, which is neither advanced mathematics nor school mathematics. Such courses coupled with school-based mentorship are expected to acquaint mathematics student teachers with MC. MTE could not provide subject matter-based connections except for pedagogic ones. Study of advanced mathematics was encouraged to foster understanding of MC. These findings motivate further research concerning how advanced mathematics ought to be connected to school mathematics concepts.

Keywords

mathematics teacher educator
mathematics connections
advanced mathematics
emerging perspective
school-based mentorship

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

Journal of Mathematics and Science Teacher, Volume 3, Issue 2, 2023, Article No: em050

https://doi.org/10.29333/mathsciteacher/13702

Publication date: 19 Sep 2023

Article Views: 793

Article Downloads: 561

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How to cite this article

APA

Malambo, P. (2023). Emerging perspective of a mathematics teacher educator on connections between advanced and school mathematics. Journal of Mathematics and Science Teacher, 3(2), em050. https://doi.org/10.29333/mathsciteacher/13702

Vancouver

Malambo P. Emerging perspective of a mathematics teacher educator on connections between advanced and school mathematics. Journal of Mathematics and Science Teacher. 2023;3(2):em050. https://doi.org/10.29333/mathsciteacher/13702

AMA

Malambo P. Emerging perspective of a mathematics teacher educator on connections between advanced and school mathematics. Journal of Mathematics and Science Teacher. 2023;3(2), em050. https://doi.org/10.29333/mathsciteacher/13702

Chicago

Malambo, Priestly. "Emerging perspective of a mathematics teacher educator on connections between advanced and school mathematics". Journal of Mathematics and Science Teacher 2023 3 no. 2 (2023): em050. https://doi.org/10.29333/mathsciteacher/13702

Harvard

Malambo, P. (2023). Emerging perspective of a mathematics teacher educator on connections between advanced and school mathematics. Journal of Mathematics and Science Teacher, 3(2), em050. https://doi.org/10.29333/mathsciteacher/13702

MLA

Malambo, Priestly "Emerging perspective of a mathematics teacher educator on connections between advanced and school mathematics". Journal of Mathematics and Science Teacher, vol. 3, no. 2, 2023, em050. https://doi.org/10.29333/mathsciteacher/13702