Prospective Secondary Teachers' Personal Relationship with Combinatorics: Implications for Their Didactical and Mathematical Training

Abstract

This paper explores prospective secondary mathematics teachers’ personal relationship with combinatorics (PR_C). Existing research on the teaching and learning of combinatorics calls for an expanded role of combinatorics in secondary mathematics curricula; however, there is limited understanding of how teachers are trained in this domain and their views of combinatorics content. This study’s findings reveal a diverse range of PR_C, some of which may prevent prospective teachers from exploiting the recognised educational potential of combinatorics. Participants demonstrated difficulties applying techniques appropriate for secondary classrooms and justifying techniques learned at university. Results point to several promising avenues for strengthening mathematics teacher training related to combinatorics.

Keywords

Combinatoricsteacher trainingAnthropological Theory of the Didactic (ATD)personal relationship with contentinstitutional relationship with content

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