PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Knowledge for teaching at the undergraduate level: Insights from a STEM-wide literature review
Page: 796
Research on Mathematical Knowledge for Teaching has helped the education community understand the complex, knowledge-related factors that shape instructors’ practices and the learning opportunities they create for students. Much of this work has occurred in the context of K-12 teaching. Although expanding, research on knowledge for teaching undergraduate mathematics is not extensive. A similar situation exists in science education. To help support these research efforts and theory development, we analyzed literature on knowledge for teaching STEM content at K-12 and undergraduate levels. Findings take the form of cross-disciplinary themes and descriptions of how components of knowledge for teaching are defined in different disciplines. This cross-disciplinary view into research on knowledge for teaching provides assistance to researchers who wish to leverage work from outside of mathematics and the analysis also reveals some under-examined areas of knowledge for teaching that might be productive foci for future research in RUME.