Back to Search Start Over

Seeing the continuity behind "double discontinuity": investigating Hong Kong prospective mathematics teachers' secondary–tertiary transition.

Authors :
Liang, Biyao
Ng, Oi-Lam
Chan, Yip-Cheung
Source :
Educational Studies in Mathematics; May2023, Vol. 113 Issue 1, p107-124, 18p
Publication Year :
2023

Abstract

Felix Klein's notion of "double discontinuity" between university mathematics and secondary school mathematics has persisted in mathematics teacher education. Situating this study in Hong Kong, we investigated three prospective secondary teachers' experiences in higher education and secondary mathematics classrooms, including their figured worlds, identities, and mathematical knowledge constructed through those experiences. Our analysis revealed their contrasting experiences in these two contexts, adding to our understanding of the phenomenon of "double discontinuity" in terms of not only how it is relevant to Hong Kong but also how it may manifest in the specific cultural context. Moreover, we found coherency and continuity during the prospective teachers' secondary–tertiary transition; their learning experiences in both environments served as critical resources upon which they reflected to envision their future mathematics teaching. We conclude with implications and suggestions for mathematics teacher education to support prospective teachers' (and their future students') transitions between high school and university mathematics. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
00131954
Volume :
113
Issue :
1
Database :
Complementary Index
Journal :
Educational Studies in Mathematics
Publication Type :
Academic Journal
Accession number :
163121333
Full Text :
https://doi.org/10.1007/s10649-022-10197-7