Designing advanced mathematics courses to influence secondary teaching: fostering mathematics teachers’ “attention to scope”

Most prospective secondary mathematics teachers complete a course in real analysis, yet view the content as unrelated to their future teaching. We leveraged a theoretically motivated instructional model to design modules for a real analysis course that could inform secondary teachers’ pedagogy, focusing on how this model was implemented in a single module about “attending to scope.” The central aim is to document how teachers’ experience in this...