Diverse Perspectives and Experiences of University Mathematics Teachers on Improving the Secondary-Tertiary Transition

Autor/inn/en	Pinto, Alon; Koichu, Boris
Titel	Diverse Perspectives and Experiences of University Mathematics Teachers on Improving the Secondary-Tertiary Transition
Quelle	In: Educational Studies in Mathematics, 113 (2023) 1, S.147-164 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pinto, Alon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-022-10196-8
Schlagwörter	College Faculty; Mathematics Teachers; Teacher Attitudes; Educational Improvement; Transitional Programs; Secondary School Mathematics; Surveys; Foreign Countries + Suchen Sie Ihr Suchwort? Fakultät; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching improvement; Unterrichtsentwicklung; Survey; Umfrage; Befragung; Ausland
Abstract	This study explores the diversity of university mathematics teachers' perspectives and experiences in relation to the (STT). Data for this study consist of responses of 310 university mathematics teachers from 30 countries to a survey. The survey design and data analysis are informed by an adaptation of a theory of improvement for education and by four idealized approaches for improving STT as identified in the literature: jump-oriented, enculturation-oriented, diversity-oriented, and cross-community-oriented. We characterize the diversity of perspectives and experiences in the data and examine ideas for future projects in light of these four approaches. We conclude that while jump-oriented approaches for improving STT are still the most prevalent, in part due to a persistent perspective of STT as a "deficit," university mathematics teachers' discourse on STT is becoming more diverse and nuanced. We find it particularly promising that participants' suggestions for future action are aligned with the four approaches, and most notably, with the cross-community approach expressing the emergent need for greater communication between the secondary and tertiary mathematics education communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01