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Aspects of Calculus for Preservice Teachers

The purpose of this study was to compare the perspectives of faculty members who had experience teaching undergraduate calculus and preservice teachers who had recently completed student teaching in regards to a first semester undergraduate calculus course. An online survey was created and sent to recent student teachers and college mathematics faculty members who had experience teaching a first semester calculus course to help determine the aspects of calculus that they deemed most important in the teaching of calculus to pre-service mathematics teachers. Faculty members with experience teaching at the secondary level, faculty members without experience teaching at the secondary level, and recent student teachers’ survey results were compared and there were some notable differences between the groups. The aspect that was ranked the highest among all groups was problem solving which is consistent with the views of major mathematical organizations, such as the Mathematical Association of America (MAA) and National Council of Teachers of Mathematics (NCTM). While all groups’ views were similar and consistent with research, recent student teachers’ responses suggest that when preparing future teachers in undergraduate calculus, more emphasis should be placed on connections to the secondary curriculum and applications in technology. Since Calculus is an undergraduate entry-level course for many fields of study, instruction is generally not geared toward preservice mathematics teachers. This raises the question whether this type of learning environment is conducive to the preparation of a secondary mathematics teacher. Originally a doctoral dissertation (Fothergill, 2006), this study examines mathematics faculty and student teacher responses to a survey designed to obtain their perceptions of a theoretical first-semester undergraduate calculus course specifically designed for preservice secondary mathematics teachers. While many aspects of student understanding of calculus have been researched, this study examines the aspects to be emphasized in an undergraduate calculus course designed for preparing preservice mathematics teachers. Background