
05303017
j
2008d.00049
Wagner, Joseph F.
Speer, Natasha M.
Rossa, Bernd
Beyond mathematical content knowledge: A mathematician's knowledge needed for teaching an inquiryoriented differential equations course.
J. Math. Behav. 26, No. 3, 247266 (2007).
2007
Elsevier, New York, NY
EN
B50
I79
undergraduate teaching
teaching practices
teacher knowledge
pedagogical content knowledge
differential equations
doi:10.1016/j.jmathb.2007.09.002
Summary: In this research report we examine knowledge other than content knowledge needed by a mathematician in his first use of an inquiryoriented 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 reformminded 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 reformoriented teaching, and we highlight how knowledge acquired through more traditional instructional practices may fail to support researchbased forms of studentcentered teaching.