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Exploring an Instructional Model for Designing Modules for Secondary Mathematics Teachers in an Abstract Algebra Course

  • Nicholas H. WassermanEmail author
  • Patrick Galarza
Chapter
Part of the Research in Mathematics Education book series (RME)

Abstract

In this paper, we elaborate on a theoretically motivated instructional model for designing modules for secondary mathematics teachers in an abstract algebra course. We illustrate this model by elaborating on two modules, Functions and k-Product Property, and report some findings from a small-scale study with two secondary mathematics teachers. Findings indicate the potential utility of the instructional model for influencing teaching practice, with various types of instructional changes being identified. We then discuss implications for the teaching of advanced content courses, such as abstract algebra, as they relate to secondary teacher education.

Keywords

Abstract algebra Instructional model Secondary mathematics teacher education 

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Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  1. 1.Department of Mathematics, Science and Technology, Teachers CollegeColumbia UniversityNew YorkUSA

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