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Connecting Abstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers
Title
Connecting Abstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers [electronic resource] / edited by Nicholas H. Wasserman.
ISBN
9783319992143
Publication
Cham : Springer International Publishing : Imprint: Springer, 2018.
Physical Description
1 online resource (XXIII, 461 p.) 49 illus., 12 illus. in color.
Local Notes
Access is available to the Yale community.
Access and use
Access restricted by licensing agreement.
Summary
Secondary mathematics teachers are frequently required to take a large number of mathematics courses – including advanced mathematics courses such as abstract algebra – as part of their initial teacher preparation program and/or their continuing professional development. The content areas of advanced and secondary mathematics are closely connected. Yet, despite this connection many secondary teachers insist that such advanced mathematics is unrelated to their future professional work in the classroom. This edited volume elaborates on some of the connections between abstract algebra and secondary mathematics, including why and in what ways they may be important for secondary teachers. Notably, the volume disseminates research findings about how secondary teachers engage with, and make sense of, abstract algebra ideas, both in general and in relation to their own teaching, as well as offers itself as a place to share practical ideas and resources for secondary mathematics teacher preparation and professional development. Contributors to the book are scholars who have both experience in the mathematical preparation of secondary teachers, especially in relation to abstract algebra, as well as those who have engaged in related educational research. The volume addresses some of the persistent issues in secondary mathematics teacher education in connection to advanced mathematics courses, as well as situates and conceptualizes different ways in which abstract algebra might be influential for teachers of algebra. Connecting Abstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers is a productive resource for mathematics teacher educators who teach capstone courses or content-focused methods courses, as well as for abstract algebra instructors interested in making connections to secondary mathematics. .
Variant and related titles
Springer ENIN.
Other formats
Printed edition:
Printed edition:
Format
Books / Online
Language
English
Added to Catalog
January 09, 2019
Series
Research in Mathematics Education,
Contents
Connecting Abstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers
Connecting Group Concept Inventory Results to Essential Topics at the Secondary Level
Applying familiar algebraic properties in unfamiliar settings: Supporting connections between school algebra and rings and fields in abstract algebra
Commentary chapter
Making visible, and using, the Abstract Algebra already latent in the secondary curriculum
Foreshadowing ideas in abstract algebra: Reflections from the Secondary School Mathematics Curriculum Improvement Study
Abstract Algebra and Secondary School Mathematics Connections Identifying and Discussed in Textbooks and by Mathematics Educators
Commentary chapter
From equations to structures: Linking abstract algebra and high-school algebra for secondary school teachers
Learning mathematical practices to connect abstract algebra to high school algebra
Forms of knowing advanced mathematics for teaching: Considering abstract algebra
Using algebraic structures for developing secondary students' understandings
Restructuring Understanding of School Algebra by Building a Transition to Abstract Algebra Structures: A Principle-Based Approach
Commentary chapter
Making connections from the secondary classroom to the abstract algebra course – a mathematical activity approach
Designing tasks in abstract algebra that begin and end in secondary teaching practice
Group properties to the rescue
Impact of abstract algebra on teachers’ understanding of and approaches to instruction in solving equations
Commentary chapter
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