id: 05303017
dt: j
an: 2008d.00049
au: Wagner, Joseph F.; Speer, Natasha M.; Rossa, Bernd
ti: Beyond mathematical content knowledge: A mathematician’s knowledge needed
for teaching an inquiry-oriented differential equations course.
so: J. Math. Behav. 26, No. 3, 247-266 (2007).
py: 2007
pu: Elsevier, New York, NY
la: EN
cc: B50 I79
ut: undergraduate teaching; teaching practices; teacher knowledge; pedagogical
content knowledge; differential equations
ci:
li: doi:10.1016/j.jmathb.2007.09.002
ab: Summary: In this research report we examine knowledge other than content
knowledge needed by a mathematician in his first use of an
inquiry-oriented curriculum for teaching an undergraduate course in
differential equations. Collaboratively, the mathematician and two
mathematics education researchers identified the challenges faced by
the mathematician as he began to adopt reform-minded teaching
practices. Our analysis reveals that responding to those challenges
entailed formulating and addressing particular instructional goals,
previously unfamiliar to the instructor. From a cognitive analytical
perspective, we argue that the instructor’s knowledge ‒ or lack of
knowledge ‒ influenced his ability to set and accomplish his
instructional goals as he planned for, reflected on, and enacted
instruction. By studying the teaching practices of a professional
mathematician, we identify forms of knowledge apart from mathematical
content knowledge that are essential to reform-oriented teaching, and
we highlight how knowledge acquired through more traditional
instructional practices may fail to support research-based forms of
student-centered teaching.
rv: