__The Mathematics Educator__

Aspects of Calculus for Preservice Teachers

Fothergill, Lee. (2011). Aspects of Calculus for Pre-service Teachers. The Mathematics

Educator. 21(1). [http://math.coe.uga.edu/tme/Issues/v21n1/v21n1.html]

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__Abstract__

__The Mathematics Educator__

Aspects of Calculus for Preservice Teachers

The purpose of this study was to compare the perspectives of faculty members who had experience teaching undergraduate calculus and preservice teachers who had recently completed student teaching in regards to a first semester undergraduate calculus course. An online survey was created and sent to recent

student teachers and college mathematics faculty members who had experience

teaching a first semester calculus course to help determine the aspects of calculus that they deemed most important in the teaching of calculus to

pre-service mathematics teachers. Faculty members with experience teaching at the secondary level, faculty members without experience teaching at the

secondary level, and recent student teachers’ survey results were compared and

there were some notable differences between the groups. The aspect that was

ranked the highest among all groups was problem solving which is consistent

with the views of major mathematical organizations, such as the Mathematical

Association of America (MAA) and National Council of Teachers of Mathematics

(NCTM). While all groups’ views were similar and consistent with research,

recent student teachers’ responses suggest that when preparing future teachers

in undergraduate calculus, more emphasis should be placed on connections to the secondary curriculum and applications in technology.

student teachers and college mathematics faculty members who had experience

teaching a first semester calculus course to help determine the aspects of calculus that they deemed most important in the teaching of calculus to

pre-service mathematics teachers. Faculty members with experience teaching at the secondary level, faculty members without experience teaching at the

secondary level, and recent student teachers’ survey results were compared and

there were some notable differences between the groups. The aspect that was

ranked the highest among all groups was problem solving which is consistent

with the views of major mathematical organizations, such as the Mathematical

Association of America (MAA) and National Council of Teachers of Mathematics

(NCTM). While all groups’ views were similar and consistent with research,

recent student teachers’ responses suggest that when preparing future teachers

in undergraduate calculus, more emphasis should be placed on connections to the secondary curriculum and applications in technology.