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Calculus for Teachers: Perspectives and Considerations of Mathematicians

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A Correction to this article was published on 13 June 2020

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Abstract

Acknowledging the contribution of mathematicians to the mathematical education of teachers, we explore mathematicians’ perspective on an envisioned Calculus course for prospective teachers. We analyzed semi-structured interviews with 24 mathematicians using the EDW (Essence-Doing-Worth) framework (Hoffmann & Even, 2018, 2019); and subsequently, we adapted the framework by extending and refining the existing themes. The findings of our study indicate that the mathematicians believe the primary purpose of a Calculus course for teachers is to communicate the nature of mathematics as a discipline. By providing a variety of examples that could shape and expand the teachers’ understanding of mathematics, the majority of the mathematicians participating in the study emphasized the value of mathematical investigation in an envisioned Calculus course for teachers, as well as connections within and beyond the subject.

Résumé

Reconnaissant la contribution des mathématiciens à la formation mathématique des enseignants, nous explorons les points de vue des mathématiciens sur un cours de calcul différentiel qui serait destiné aux futurs enseignants. En utilisant le cadre EDW (Essence-Doing-Worth, soit « essence, faire, valeur ») (Hoffmann & Even, 2018, 2019), nous avons d’abord analysé des entrevues semi-structurées réalisées avec 24 mathématiciens, et, par la suite, nous avons élargi et affiné les thèmes existants de ce cadre. Selon les résultats de notre étude, les mathématiciens estiment que l'objectif principal d'un cours de calcul différentiel destiné aux enseignants est de les aider à mieux comprendre la nature des mathématiques en tant que discipline. En fournissant des exemples variés susceptibles de façonner et d’élargir la compréhension des mathématiques chez les enseignants, la majorité des mathématiciens qui ont participé à l'étude soulignent en particulier l’importance de la recherche mathématique dans un tel cours, ainsi que les liens qui existent à l'intérieur, et au-delà, du sujet.

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  • 13 June 2020

    In the section titled <Emphasis Type="Italic">On the Worth of Calculus for Calculus Per Se</Emphasis> in the original article.

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  1. Faculty of Education, Simon Fraser University, Burnaby, Canada

    Xiaoheng Yan, Ofer Marmur & Rina Zazkis

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  1. Xiaoheng Yan
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  2. Ofer Marmur
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  3. Rina Zazkis
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Correspondence to Xiaoheng Yan.

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Yan, X., Marmur, O. & Zazkis, R. Calculus for Teachers: Perspectives and Considerations of Mathematicians. Can. J. Sci. Math. Techn. Educ. 20, 355–374 (2020). https://doi.org/10.1007/s42330-020-00090-x

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