Emerging perspective of a mathematics teacher educator on connections between advanced and school mathematics

Contemporary research on mathematics teacher education reveals attention by researchers connections (MC). Nevertheless, have not investigated experiential views of educators (MTEs) around MC. This article addresses the scenario relating findings an intrinsic case study involving a purposively chosen MTE. MTE responded to interview questions regarding viewpoints between advanced and school mathematics. Narrative data analysis suggested that prefers special courses (MECs). Envisaged MEC are supposed align with but comprised subject matter, which is neither nor Such coupled school-based mentorship expected acquaint student teachers could provide matter-based except for pedagogic ones. Study was encouraged foster understanding These motivate further concerning how ought be connected concepts.