PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
Secondary mathematics teachers’ perceptions of real analysis in relation to their teaching practice
Page: 1037
Fourteen secondary mathematics teachers were given a task-based interview in which they were presented with four mathematical tasks from secondary school mathematics that a real analysis course might prepare them to handle. We found that most participants could not answer these questions correctly. Some participants believed the answers to some of these questions could inform their teaching, but felt these topics were not included in their real analysis course. We suggest that explicitly discussing the corollaries relevant to secondary school mathematics in real analysis courses for prospective teachers might be a useful first step in helping future teachers see real analysis as relevant to their instruction.