PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Mathematical Knowledge for Teaching Examples in Precalculus: A Collective Case Study
Page: 796
The purpose of this collective case study is to examine mathematical knowledge for teaching examples in precalculus. The instructors involved in the study were experienced graduate teaching assistants who were teaching their course for the third time and were identified as good teachers. Utilizing a social constructivist and cognitive theory approach, I analyzed video recordings of enacted examples. The central question that guided this analysis was: What is the mathematical knowledge for teaching examples in precalculus? The goal of this study is to examine undergraduate mathematical knowledge for teaching from the perspective of practice, instead of relying on existing frameworks. As a result of this study, the author developed a model of mathematical knowledge for teaching examples in precalculus that includes knowledge of representations, students, instruction, specialized content, and connections when enacting high cognitive demand examples.