RUME 28
2026
Alexandria, Virginia
A Conceptual Framework of Emergent Utility of Advanced Mathematics for Inservice Teachers
Page: 789
In this theoretical report, we present a conceptual framework that details inservice teachers’ emergent utility perspectives towards advanced mathematics and their advanced mathematics coursework. We leverage a river journey metaphor to help illustrate aspects of our conceptual framework. Along the river are utility points that refer to opportunities for teachers to reflect on the usefulness and relevance of advanced mathematics content in relation to its impact on their teaching. Then, we provide examples of both preservice and inservice teachers from extant literature and an initial study conducted in a real analysis course to highlight the four main components of the conceptual framework. We end with implications for designers aligned with the instructional design theory of Realistic Mathematics Education for creating courses for secondary mathematics teachers.