Publication Date
2003
Abstract
This article addresses the disconnect that in-service and pre-service secondary school teachers feel between the material presented in upper division mathematics courses and high school classroom practice. Two examples are given from an abstract algebra course in which this problem is addressed.
Volume
6
Issue
1
First Page
75
Last Page
85
Rights
© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
DOI
https://doi.org/10.25891/K473-7427
Recommended Citation
Hill, G.
(2003)
"Making Upper Division Mathematics Courses Relevant for Pre-Service Teachers,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 6:
No.
1, Article 9.
Available at:
https://scholarscompass.vcu.edu/jmsce_vamsc/vol6/iss1/9
Included in
Higher Education Commons, Physical Sciences and Mathematics Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
