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.
© 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/)
"Making Upper Division Mathematics Courses Relevant for Pre-Service Teachers,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 6
, Article 9.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol6/iss1/9