PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Mathematical knowledge for teaching & cognitive demand: A comparative case study of precalculus examples that involve procedures
Page: 1647
In 2010, Charalambous published an article that examined the relationship betweenmathematical knowledge for teaching (MKT) and task unfolding. As a result of this study,Charalambous found evidence to support the claim that there is a positive relationship between ateacher’s MKT and the cognitive level of task presentation and enactment. Drawing upon thisfinding, the purpose of this case study is to utilize unfolding and cognitive demand as a lensthrough which to examine mathematical knowledge for teaching at the undergraduate level.While MKT has been studied extensively at the K-12 level, there are relatively few studies thatfocus on MKT at the collegiate level. In order to help fill this gap, this case study first identifieshow Precalculus instructors unfold examples that involve procedures and then examines theMKT that is involved in this unfolding.Keywords: