Seeing the continuity behind double discontinuity: Investigating Hong Kong prospective mathematics teachers' secondary-tertiary transition

Seeing the continuity behind double discontinuity: Investigating Hong Kong prospective mathematics teachers' secondary-tertiary transition

• Liang, Biyao University of Hong Kong
• Ng, Oi Lam Chinese University of Hong Kong
• Chan, Yip Cheung Chinese University of Hong Kong

Educational Studies in Mathematics, (0), 3258-3273, 2022

Springer

2022

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
    • GCA Teaching Objectives, Curriculum & Evaluation

Figured World Transition Tertiary Mathematics Identity Prospective Teachers Content Knowledge Inverse Function

• Hong Kong

• 1997.7 onwards

• Secondary Education
• Post-Secondary Education

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. Copyright © 2022 Springer.

• English

Journal Articles

• 00131954

• 10.1007/s10649-022-10197-7

https://bibliography.lib.eduhk.hk/en/bibs/f66489e0

2023-05-08