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dc.contributor.authorWade, Carol H.
dc.contributor.authorSimbricz, Sandra K.
dc.contributor.authorSonnert, Gerhard
dc.contributor.authorGruver, Meaghan
dc.contributor.authorSadler, Philip M.
dc.date.accessioned2021-09-07T17:39:08Z
dc.date.available2021-09-07T17:39:08Z
dc.date.issued2018-01-01
dc.identifier.urihttp://hdl.handle.net/20.500.12648/2200
dc.description.abstractQuantitative analysis of the Factors Influencing College Success in Mathematics (FICSMath) Survey data indicates that high school mathematics teachers’ abilities to teach for conceptual understanding is a significant and positive predictor of student performance in singlevariable college calculus. To explore these findings further, we gathered and analyzed interview data gained from a representative sample of high school precalculus teachers from across the U.S., identified by their students as requiring high levels of conceptual understanding (n=13). Seventeen themes were identified and then combined into five overarching phenomenological themes. These overarching themes suggest that teachers who teach for high conceptual understanding (a) support relational understanding during problem solving, (b) require students to learn how to study to build on prior knowledge and learn from mistakes, (c) use mathematical language and ask critical questions to support learning, (d) focus on content knowledge necessary to make connections, and (e) use technology to support learning concepts but limit calculator use. Comparison of these results to quantitative findings further illuminate that intentional development of disciplinary knowledge, cognition, and language are noteworthy points of intersection for teachers and researchers alike.
dc.subjectConceptual Understanding
dc.subjectMathematics
dc.subjectHigh School Teachers
dc.subjectPedagogical Practices
dc.subjectPrecalculus
dc.subjectCollege Calculus
dc.titleThe Secondary-Tertiary Transition in Mathematics: What High School Teachers Do to PrepareStudents for Future Success in College-Level Calculus
dc.typearticle
dc.source.journaltitleJournal of Mathematics Education at Teachers College
dc.source.volume9
dc.source.issue2
refterms.dateFOA2021-09-07T17:39:08Z
dc.description.institutionSUNY Brockport
dc.source.peerreviewedTRUE
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Faculty Publications
dc.contributor.organizationBrockport High School
dc.contributor.organizationErie 2-Chautauqua-Ca!araugus Board of Cooperative Educational Services, NY
dc.contributor.organizationHarvard University
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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