This study examines opportunities to learn in an abstract algebra course for future teachers. Using a case study approach, it addresses the question of the ways in which the course provides learning opportunities to connect abstract algebra to school mathematics. The course focused on proving the fundamental theorem of algebra. Through this novel design, the professor highlighted links to K-12 school math. This provided an opportunity for the future teachers to begin to bridge the “vertical disconnect” between secondary and tertiary mathematics.
Baldinger, E. E. (2013). Connecting abstract algebra to high school algebra. In M. Martinez & A. Castro Superfine (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 733–736). University of Illinois at Chicago.