RUME 26
2024
Omaha, Nebraska
Representing Learning in Advanced Mathematics Courses for Secondary Mathematics Teachers
Page: 546
It is essential to provide opportunities for prospective secondary mathematics teachers to connect advanced mathematics content to secondary mathematics teaching practice, if advanced mathematics courses are to be useful to these teachers. We argue that for teachers to frame teaching and learning in equitable ways, connections to teaching must represent learning in anti-deficit ways. We review a selection of curricular materials satisfying two criteria: first, they are written for use in advanced mathematics courses that prospective teachers may take; and second, they feature explicit connections to secondary teaching practice. We find that representations of learning in curricular materials tend to take binary views of mathematical legitimacy, and frame students as either being correct or incorrect. We conclude with implications for mathematics teacher educators in RUME.