Internationally, questions about the perceived utility of university mathematics for teaching
school mathematics pose an ongoing challenge for secondary mathematics teacher …

This paper describes theoretical design principles emerging from the development of tasks
for standard undergraduate mathematics courses that address applications to teaching …

Although the notion of proof is important for all learners' mathematical experiences, there
has been limited attention to what it might involve and look like to introduce students and …

This article explores secondary teachers' opportunities to learn from an innovative real
analysis course, as reflected in their actual classroom teaching. The course used cases of …

Prospective secondary mathematics teachers are typically required to take advanced
university mathematics courses. However, many prospective teachers see little value in …

Abstract Mathematics teacher education programs in the United States are charged with
preparing prospective secondary teachers (PSTs) to teach reasoning and proving across …

Although the notion of assumptions is important in mathematical activity as early as the
elementary school, there is limited research on how to help elementary teachers develop …

One promising approach for connecting undergraduate content coursework to secondary
teaching is using teacher-created representations of practice. Using these representations …

Getting certified to teach high school mathematics typically requires completing a course in
real analysis. Yet most teachers point out real analysis content bears little resemblance to …

The calls for reasoning and proof to have a prominent place in secondary mathematics
classrooms raise the question of knowledge that teachers need to support student learning …