Encyclopedia of Mathematics Education

Living Edition
| Editors: Steve Lerman

Preparation and Professional Development of University Mathematics Teachers

  • Barbara JaworskiEmail author
Living reference work entry
DOI: https://doi.org/10.1007/978-3-319-77487-9_100027-1

Introduction

University mathematics teachers are the people who teach mathematics in a university to mathematics undergraduates, students in science or engineering, business or economics, and in foundation programs where these exist. They may be research mathematicians or mathematics educators, or mathematics teachers who do not engage in research.

In the following sections, the needs for and means of developing professionally for both practicing and prospective teachers are discussed: some as part of university professional development programs, others as part of research studies or teaching initiatives providing new learning and development opportunities.

What Is Included in Preparation and Professional Development?

A critical review of teaching at university level suggested that “many academics have had little or no formal teacher education to prepare them for the teaching role” (Kane et al. 2002). Oleson and Hora (2014) recognize that forms of teaching in Higher Education are...

Keywords

University mathematics teaching development Mathematics pedagogy Mathematics support Teacher learning Developmental research initiatives 
This is a preview of subscription content, log in to check access.

References

  1. Alcock L, Simpson A (2009) Ideas from mathematics education: a introduction for mathematicians. School of Mathematics, University of Birmingham: The Higher Education Academy: Maths, Stats & OR Network, BirminghamGoogle Scholar
  2. Alsina C (2001) Why the professor must be a stimulating teacher: towards a new paradigm of teaching mathematics at university level. In: Holton D (ed) The teaching and learning of mathematics at university level. Kluwer, DordrechtGoogle Scholar
  3. Barton B, Oates G, Paterson J, Thomas M (2014) A marriage of continuance: professional development for mathematics lecturers. Math Educ Res J 27(2): 147–164CrossRefGoogle Scholar
  4. Biza I, Giraldo V, Hochmuth R, Khakbaz AS, Rasmussen C (2016) Research on teaching and learning mathematics at the tertiary level: state-of-the-art and looking ahead. ICME −13 topical surveys. Springer Open Access, ChamCrossRefGoogle Scholar
  5. Croft T, Grove M (2016) Mathematics and statistics support centres: resources for training postgraduates and others who work in them. MSOR Connect 14(3):3–13CrossRefGoogle Scholar
  6. Duah F (2017) Students as partners and students as change agents in the context of university mathematics. Unpublished PhD thesis, Loughborough UniversityGoogle Scholar
  7. Duah F, Croft T, Inglis M (2014) Can peer assisted learning be effective in undergraduate mathematics? Int J Math Educ Sci Technol 45(4):552–565CrossRefGoogle Scholar
  8. Grove M, Croft T, Kyle J, Lawson D (2015) Transitions in undergraduate mathematics education. University of Birmingham for the Higher Education Academy, BirminghamGoogle Scholar
  9. Gueudet G, Buteau C, Mesa V, Misfeldt M (2014) Instrumental and documentational approaches: from technology use to documentation systems in university mathematics education. Res Math Educ 16(2):139–155CrossRefGoogle Scholar
  10. Hawkes T, Savage M (eds) (2000) Measuring the mathematics problem. Engineering Council, LondonGoogle Scholar
  11. Hayward CN, Kogan M, Laursen SL (2015, online first) Facilitating instructor adoption of inquiry-based learning in college mathematics. Int J Res Undergrad Math Educ 2(1):1–24CrossRefGoogle Scholar
  12. Holton D (Ed.) (2000) The teaching and learning of mathematics at university level. Kluwer Academic Publishers, DordrechtGoogle Scholar
  13. Jaworski B, Matthews J (2011) How we teach mathematics: discourses on/in university teaching, CERME7, 2022–2032Google Scholar
  14. Jaworski B, Robinson C, Matthews J, Croft AC (2012) An activity theory analysis of teaching goals versus student epistemological positions. International Journal of Technology in Mathematics Education 19(4):147–152Google Scholar
  15. Jaworski B, Mali A, Petropoulou G (2017) Critical theorising from studies of undergraduate mathematics teaching for students’ meaning making in mathematics. Int J Res Undergraduate Math Educ 3(1):168–197CrossRefGoogle Scholar
  16. Kane R, Sandretto S Heath C (2002) Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research 72:177–228CrossRefGoogle Scholar
  17. Madsen LM, Winslow C (2008) Relations between teaching and research in physical geography and mathematics at research intensive universities. Int J Sci Math Educ 7(2009):741–763Google Scholar
  18. Nardi E (2008) Amongst mathematicians: teaching and learning mathematics at university level. Springer, New YorkCrossRefGoogle Scholar
  19. Nardi E, Jaworski B, Hegedus S (2005) A spectrum of pedagogical awareness for undergraduate mathematics: from “tricks” to “techniques”. J Res Math Educ 36(4):284–316Google Scholar
  20. Oleson A, Hora MT (2014) Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices. High Educ 68:29CrossRefGoogle Scholar
  21. Rasmussen C, Ellis J, Zazkis D, Bressoud D (2014) Features of successful calculus programs at five doctoral degree granting institutions. In: Liljedahl P, Nicol C, Oesterle S, Allan D (eds) Proceedings of the joint meeting of PME38. PME, Vancouver, pp 533–540Google Scholar
  22. Schoenfeld AH (2010) How we think. A theory of goal-oriented decision making and its educational applications. Routledge, New York.CrossRefGoogle Scholar
  23. Solomon Y, Croft T, Lawson D (2010) Safety in numbers: mathematics support centres and their derivatives as social learning spaces. Stud High Educ 35(4):421–431CrossRefGoogle Scholar
  24. Treffert-Thomas S (2015) Conceptualising a university teaching practice in an activity theory perspective. Nordic Stud Math Educ 20(2):53–78Google Scholar
  25. Winsløw C, Gueudet G, Hochmut R, Nardi E (2018) Research on university mathematics education. In: Dreyfus T, Artigue M, Potari D, Prediger S, Ruthven K (eds) Developing research in mathematics education – twenty years of communication, cooperation and collaboration in Europe. New perspectives on research in mathematics education series, vol 1. Routledge, Oxon, pp 60–74Google Scholar
  26. Winsløw C, Biehler R, Jaworski B, Rønning F, Wawro M (2019) Education and professional development of University Mathematics Teachers. Proceedings of INDRUM 2018, Apr 2018, Kristiansand, Norway. Located Jan 31 at https://hal.archives-ouvertes.fr/hal-01849922/document

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Loughborough UniversityLoughboroughUK

Section editors and affiliations

  • Michèle Artigue
    • 1
  1. 1.Laboratoire de Didactique André Revuz (EA4434)Université Paris-DiderotParisFrance