A Comparison of Mathematics Teachers’ and Professors’ Views on Secondary Preparation for Tertiary Calculus

A Comparison of Mathematics Teachers’ and Professors’ Views on Secondary Preparation for Tertiary Calculus

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This article compares the views of teachers and professors about the transition from secondary mathematics to tertiary calculus. Quantitative analysis revealed five categories where teachers and professors differed significantly in the relative frequency of addressing them. Using the rite of passag...

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Main Authors: Carol Wade, Gerhard Sonnert, Philip Sadler, Zahra Hazari, Charity Watson
Format: Article
Language:English
Published: Columbia University Libraries 2016-04-01
Series:Journal of Mathematics Education at Teachers College
Online Access:https://journals-test.library.columbia.edu/index.php/jmetc/article/view/782
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spelling doaj-d091f4dab0b2442d95be490a61ed34552020-11-25T03:37:12ZengColumbia University LibrariesJournal of Mathematics Education at Teachers College2156-14002156-13972016-04-0171A Comparison of Mathematics Teachers’ and Professors’ Views on Secondary Preparation for Tertiary CalculusCarol Wade0Gerhard Sonnert1Philip Sadler2Zahra Hazari3Charity Watson4The College at Brockport, State University of New YorkHarvard UniversityHarvard University and the Smithsonian InstituteFlorida International UniversityClemson University This article compares the views of teachers and professors about the transition from secondary mathematics to tertiary calculus. Quantitative analysis revealed five categories where teachers and professors differed significantly in the relative frequency of addressing them. Using the rite of passage theory, the separation and incorporation phases were investigated by carrying out thematic analyses on these five categories. For the professors, the analysis revealed specific content within algebra and precalculus that they viewed as vital preparation for students’ tertiary calculus success. For the teachers, the analysis highlighted the classroom environment realities of teaching in the separation phase. The rite of passage and professional turf theories are used to discuss and interpret the findings. https://journals-test.library.columbia.edu/index.php/jmetc/article/view/782
collection DOAJ
language English
format Article
sources DOAJ
author Carol Wade
Gerhard Sonnert
Philip Sadler
Zahra Hazari
Charity Watson
spellingShingle Carol Wade
Gerhard Sonnert
Philip Sadler
Zahra Hazari
Charity Watson
A Comparison of Mathematics Teachers’ and Professors’ Views on Secondary Preparation for Tertiary Calculus
Journal of Mathematics Education at Teachers College
author_facet Carol Wade
Gerhard Sonnert
Philip Sadler
Zahra Hazari
Charity Watson
author_sort Carol Wade
title A Comparison of Mathematics Teachers’ and Professors’ Views on Secondary Preparation for Tertiary Calculus
title_short A Comparison of Mathematics Teachers’ and Professors’ Views on Secondary Preparation for Tertiary Calculus
title_full A Comparison of Mathematics Teachers’ and Professors’ Views on Secondary Preparation for Tertiary Calculus
title_fullStr A Comparison of Mathematics Teachers’ and Professors’ Views on Secondary Preparation for Tertiary Calculus
title_full_unstemmed A Comparison of Mathematics Teachers’ and Professors’ Views on Secondary Preparation for Tertiary Calculus
title_sort comparison of mathematics teachers’ and professors’ views on secondary preparation for tertiary calculus
publisher Columbia University Libraries
series Journal of Mathematics Education at Teachers College
issn 2156-1400
2156-1397
publishDate 2016-04-01
description This article compares the views of teachers and professors about the transition from secondary mathematics to tertiary calculus. Quantitative analysis revealed five categories where teachers and professors differed significantly in the relative frequency of addressing them. Using the rite of passage theory, the separation and incorporation phases were investigated by carrying out thematic analyses on these five categories. For the professors, the analysis revealed specific content within algebra and precalculus that they viewed as vital preparation for students’ tertiary calculus success. For the teachers, the analysis highlighted the classroom environment realities of teaching in the separation phase. The rite of passage and professional turf theories are used to discuss and interpret the findings.
url https://journals-test.library.columbia.edu/index.php/jmetc/article/view/782
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