PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Working towards a unifying framework for knowledge for teaching mathematics
Page: 716
In this discussion, we frame an argument to no longer invoke the Mathematical Knowledge for Teaching (MKT) framework (Ball, Thames, & Phelps, 2008) at the post-secondary level of mathematics education research, since it is theoretically based in the work of elementary school teachers. After reviewing the MKT components and related research regarding the extension and modification of the MKT framework to higher mathematics education, we propose a recasting of Shulman’s (1986, 1987) initial formulation of content knowledge for teaching as a route for developing a unifying framework for mathematics education. This report uses Precalculus adjunct instructors’ interview data to propose a coding framework by applying Shulman’s principles and categories of content knowledge.