Knowledge used in teaching undergraduate courses: Insights from current literature on knowledge for teaching across STEM disciplines
Published: 2019
Publication Name: Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education
Publication URL: http://sigmaa.maa.org/rume/RUME22_Proceedings.pdf
Abstract:
Research on Mathematical Knowledge for Teaching has helped the education community understand the complex, knowledge-related factors that shape instructors’ practices and the learning opportunities they create for students. Much of this work has occurred in the context of K-12 teaching. Although expanding, research on knowledge for teaching undergraduate mathematics is not extensive. A similar situation exists in science education. To help support these research efforts and theory development, we analyzed existing literature on knowledge for teaching undergraduate STEM content. Findings take the form of cross-disciplinary themes and differences that can help inform research efforts in this area. We seek feedback from the RUME community about our representations of knowledge for teaching, ideas about findings from research on Mathematical Knowledge for Teaching that have been especially useful, and/or ideas for research investigations that would be particularly useful to inform curriculum development, professional development for teaching or theory.
Speer, N., Andrews, T., & Shultz, G. (2019). Knowledge used in teaching undergraduate courses: Insights from current literature on knowledge for teaching across STEM disciplines. In A. Weinberg, D. Moore-Russo. H. Soto & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp. 1185–86). Oklahoma City, Oklahoma: The Special Interest Group of the Mathematical Association of America for Research in Undergraduate Mathematics Education. http://sigmaa.maa.org/rume/RUME22_Proceedings.pdf