The gap between school mathematics and university mathematics: prospective mathematics teachers’ conceptions and mathematical thinking

Abstract

In Finland, both prospective and in-service mathematics teachers report a discontinuity between university-level mathematics and mathematics taught at comprehensive and secondary school. In this study, ten prospective mathematics teachers (PMTs) were interviewed to examine their conceptions of the nature of this gap as well as their mathematical thinking. The study’s findings support research that has revealed difficulties experienced by PMTs in the secondary–tertiary transition and in connecting formal and informal components of mathematical thinking. Additionally, the study provides new insight into PMTs’ conceptions of teacher knowledge, such as the relationship between knowledge of advanced mathematics and the knowledge needed in teaching situations. The findings offer guidelines for further studies that could help the development of mathematics teacher education.