PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Exploring the knowledge base for college mathematics teaching
Page: 79
In this paper we explore a wide sample of currently available instructional materials intended for college mathematics instructors (textbooks, magazines, teacher editions, lesson plans, teaching articles, classroom notes for flipped classrooms, books, etc.) in order to assess how available materials are building a knowledge base for teaching. We modify a framework from Hiebert & Morris (2009) to look for key categories of knowledge that are fundamental for a knowledge base for teaching mathematics. We found that few articles contained meaningful amounts of multiple categories. We use the categories to describe the nature of current available materials and argue that a new genre of instructional material and scholarly work to create the missing knowledge is needed