Rose Zbiek - Academia.edu (original) (raw)

Papers by Rose Zbiek

ICME-13 topical surveys, Oct 23, 2016

Journal of Mathematics Teacher Education, Sep 12, 2022

Research in mathematics education, 2018

Connections between Abstract Algebra courses and high school mathematics teaching commonly start ... more Connections between Abstract Algebra courses and high school mathematics teaching commonly start with identification of abstract algebra topics in secondary school mathematics. We take an alternative path. We start in the daily practice of teaching school mathematics to determine how Abstract Algebra course experiences might be useful to teachers. Our approach benefits from our experience with the Situations Project (Heid et al., Mathematical understanding for secondary teaching: A framework and classroom-based situations. Charlotte, NC: IAP, 2015). The project team worked from specific incidents that they witnessed in the practice of teaching secondary mathematics to inform a framework for Mathematical Understanding for Secondary Teaching (MUST). One of its three perspectives is Mathematical Activity, which includes Mathematical Noticing (noticing structure of mathematical systems, noticing symbolic form, noticing argument form, and connecting within and outside mathematics), Mathematical Reasoning (justifying/proving, reasoning when conjecturing and generalizing, and constraining and extending), and Mathematical Creating (representing, defining, and modifying/transforming/manipulating). We revisit some of the specific instances from the Situations Project and analyze them anew. We foreground mathematical activities as we draw parallels between mathematical activity in School Algebra classrooms and mathematical activity in Abstract Algebra. We argue that the mathematical activities in which Abstract Algebra students engage transcend the two course settings; we suggest strategies for incorporating Mathematical Activity into the teaching of Abstract Algebra; and we explain new ways in which Abstract Algebra students benefit in ways that serve well those students who become School Algebra teachers.

Connecting Abstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers, 2018

The previous two chapters drew insights from studies featuring very different methodologies, but ... more The previous two chapters drew insights from studies featuring very different methodologies, but focused on very similar types of connections between abstract algebra and preservice teacher education. A central idea of each chapter was the way that preservice teachers’ learning of abstract algebra could both reinforce and build on their knowledge of secondary mathematics. We focus our commentary primarily on this idea. First, we will characterize the possible benefits of this bidirectional relationship in terms of supporting the development of preservice teachers’ mathematical knowledge for teaching. Then, we will critically consider whether such benefits are worthy of being intentionally pursued by teacher education programs and (if so) how they might be best realized.

Journal of Mathematics Teacher Education

The Mathematics Teacher, 2015

Teaching actions and examples accompany three evidence-based recommendations for student success ... more Teaching actions and examples accompany three evidence-based recommendations for student success in algebra.

Mathematics Teacher: Learning and Teaching PK–12, 2009

Many types of powerful digital technologies have been part of secondary school mathematics classr... more Many types of powerful digital technologies have been part of secondary school mathematics classrooms and mathematics teacher education in many places for decades. However, research on technology in teacher preparation continues to be sparse and challenging to synthesize. To organize and probe ideas, researchers and practitioners need better ways to frame their work. In this chapter, a blend of three conceptual tools is connected to existing literature to describe prospective secondary mathematics teachers’ (PMSTs’) professional growth in technology, content, and pedagogy in integrated and dynamic ways. The blending of Technological, Pedagogical, and Content Knowledge (TPACK); Mathematical Understanding for Secondary Teaching (MUST); and Play, Use, Recommend, Incorporate, and Assess (PURIA) perspectives underscores the complexity of learning to teach mathematics with technology.