PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Mathematical knowledge for teaching in chemistry
Page: 1079
The Mathematical Knowledge for Teaching (MKT) theoretical framework describes effective mathematics teaching in a way that relies on an instructor’s subject matter knowledge (SMK) and on their pedagogical content knowledge (PCK). This proposal reports our initial effort to understand MKT within chemistry instruction, namely what MKT could support chemistry instructors’ efforts to help students develop a deeper understanding of the mathematics used in general chemistry. Coding of several types of general chemistry problems involving ratios and proportions and covariation are provided as examples.