PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Understanding the impact of supports on adjunct mathematics instructor knowledge
Page: 1161
This proposal describes findings of an ongoing project designed to support adjunct instructors’ teaching of undergraduate Precalculus. We are studying the impact of supports on Precalculus instructors’ knowledge through interview and assessment data. Using Shulman’s (1987) components for a teaching knowledge base, we discuss shifts in instructors’ perspectives