PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Leveraging real analysis to foster pedagogical practices
Page: 1107
Although it is frequently a required course, many secondary teachers view real analysis asunnecessary and unrelated to teaching secondary mathematics. In accord with a proposed modelfor improving the teaching of advanced mathematics courses for teachers, we implemented acourse that framed real analysis content by ‘building up from’ and ‘stepping down to’ teachingpractice. In this paper, we describe how this model was implemented in a single module andanalyze secondary mathematics teachers’ engagement in and reflections on the desiredpedagogical aims, which provide evidence that they saw what they learned in the real analysismodule as being useful for informing their pedagogical practice.Key words: