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The Road Not Taken--Investigating Affordances of Infinitesimal Calculus for Enriching the Repertoire of Secondary Mathematics Teachers

Artigo2022

Alon Pinto ORCID; Jason Cooper ORCID

Acesso restrito Página oficial: The Road Not Taken--Investigating Affordances of Infinitesimal Calculus for Enriching the Repertoire of Secondary Mathematics Teachers (abre em nova aba)

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Resumo

There is a growing body of evidence suggesting that secondary mathematics teachers may not be drawing significant benefit from the tertiary mathematics courses they take in preparation programs or in-service for professional development. While there are some theory-driven attempts to re-design or complement such courses for teachers, empirical evidence on how teaching might actually draw on these courses in practice is scarce. The M-Cubed project utilizes an innovative approach to generate empirical data for exploring this issue -- a "lab" where mathematicians and experienced secondary mathematics teachers examine authentic mathematics lessons and discuss teaching alternatives -- roads not taken -- in specific situations. This article demonstrates this approach in an investigation of the affordances of Infinitesimal Calculus (IC) for secondary mathematics teaching. We draw on the theoretical framework of Commognition in conceptualizing affordances of IC for teaching, and show nuanced ways in which the content and practices of IC can support pedagogical practices and enrich the repertoire of secondary mathematics teachers in contingent situations, even when IC appears unrelated to the taught content. Our findings suggest that interactions of mathematicians and teachers may be a necessary ingredient for learning how IC could be brought to bear on secondary mathematics teaching. We conclude by discussing possible implications for IC courses for teachers.

Dados da obra

Tipo
Artigo
Periódico
International Journal of Research in Undergraduate Mathematics Education, v. 8, n. 2, p. 318-338
Editora
Springer Science+Business Media
Ano
2022 (2022-01-14)
Idioma
en
Palavras-chave
Mathematics Teachers; Secondary Education; Calculus; Faculty Development; Teacher Education; Mathematics; Professional Personnel; Affordances; Instructional Development; secondary mathematics teachers; teacher professional development; commognition; mathematics teacher education; alternative teaching methods
Temas
Cálculo, Formação de Professores de Matemática
DOI
10.1007/s40753-021-00161-w
ISSN
2198-9745, 2198-9753
Acesso
Acesso restrito
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
PINTO, Alon; COOPER, Jason. The Road Not Taken--Investigating Affordances of Infinitesimal Calculus for Enriching the Repertoire of Secondary Mathematics Teachers. International Journal of Research in Undergraduate Mathematics Education, v. 8, n. 2, p. 318-338, 2022. DOI: https://doi.org/10.1007/s40753-021-00161-w.

APA

Pinto, A., & Cooper, J. (2022). The Road Not Taken--Investigating Affordances of Infinitesimal Calculus for Enriching the Repertoire of Secondary Mathematics Teachers. International Journal of Research in Undergraduate Mathematics Education, 8(2), 318-338. https://doi.org/10.1007/s40753-021-00161-w

BibTeX
@article{pinto2022,
  author = {Pinto, Alon and Cooper, Jason},
  title = {The Road Not Taken--Investigating Affordances of Infinitesimal Calculus for Enriching the Repertoire of Secondary Mathematics Teachers},
  year = {2022},
  journal = {International Journal of Research in Undergraduate Mathematics Education},
  volume = {8},
  number = {2},
  pages = {318-338},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s40753-021-00161-w},
  language = {en}
}
RIS
TY  - JOUR
AU  - Pinto, Alon
AU  - Cooper, Jason
TI  - The Road Not Taken--Investigating Affordances of Infinitesimal Calculus for Enriching the Repertoire of Secondary Mathematics Teachers
PY  - 2022
JO  - International Journal of Research in Undergraduate Mathematics Education
VL  - 8
IS  - 2
SP  - 318
EP  - 338
DO  - 10.1007/s40753-021-00161-w
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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