Abstract
ABSTRACT As school curricula undergo changes in both content and pedagogy, pressure is placed on teacher preparation programs and undergraduate mathematics departments to model learning environments in mathematics appropriate for education students. Yet the reality of many post-secondary mathematics courses includes traditional style classes containing a large number of students. This article describes specific structures used within large post-secondary mathematics classes for teachers in which reform based pedagogy such as use of small group hands-on learning and problem solving is facilitated where possible. The suggestions should be of particular interest to post secondary mathematics faculty charged with teaching mathematics to education students.
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