Connecting University and Secondary Mathematics: Design Principles for Developing Prospective Teachers’ Content Knowledge and Critical Stance
Keywords:
prospective teachers, university mathematics, secondary school connections, inquiry-based mathematics educationAbstract
In this article, we present the design of Inquiry-oriented Dynamical Systems and Modelling (IODSM), an upper-division mathematics content course that can serve as an elective for prospective secondary teachers (PSTs). The course bridges university and secondary mathematics by combining advanced content with structured opportunities to engage secondary mathematics topics, forward-looking teaching practices, and mathematical practices. Grounded in inquiry-based mathematics education and oriented toward fostering productive dispositions such as students’ embracement of a critical stance, IODSM offers a learning environment where PSTs connect mathematics with future teaching. As an Illustration of Practice article, we outline a typical session, describe the theoretical grounding, and highlight four design principles that underpin classroom activities, course materials, and instructional choices. The article concludes with evidence of PSTs’ willingness to critically reflect on their mathematical beliefs and values, resulting in PSTs embracing a critical stance.
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