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An examination of the knowledge base for teaching among mathematics faculty teaching calculus in higher education. (English)
Hitt, Fernando (ed.) et al., Research in collegiate mathematics education. VII. Providence, RI: American Mathematical Society (AMS); Washington, DC: Mathematical Association of America (MAA) (ISBN 978-0-8218-4996-5/pbk). CBMS Issues in Mathematics Education 16, 171-206 (2010).
Summary: In 2001, the International Commission of Mathematics Instruction issued a report outlining the need for studies in mathematics education that examine the pedagogical knowledge of college and university mathematics faculty. This paper responds to that call for action and reports on a qualitative study designed to explore the knowledge base for teaching among 7 college and university mathematics faculty teaching calculus at 4-year institutions in the Northeastern United States. Data were collected through 3 extensive semi-structured individual interviews, observation field notes, and video-recorded segments of instruction. Data were analyzed through methods of categorical content analysis. A model of the knowledge base for teaching among the participants in the study was developed and included 5 main categories of knowledge: context-specific knowledge, knowledge of the nature of disciplinary mathematics, personal practical knowledge, general pedagogical knowledge, and knowledge of research. Within each category, themes across cases are reported. The knowledge base for teaching framework offered here provides a ground-level tool for conduction more in-depth research on this topic while the themes and patterns that emerged highlight the character of each category of knowledge important in interpreting instructional practices.
Classification: B55
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