PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
How mathematicians attend to learning goals for teachers
Page: 837
Many mathematicians face the unique challenge of acting as teacher educators without necessarily having experience working in secondary education. We propose that examining the learning goals mathematics faculty attend to, as well as how they attend to these goals, provides promising insight into how mathematicians lead content courses for teachers, despite this challenge. In a study which interviewed six mathematics faculty, we were able to categorize the types of learning goals mathematicians seek to address in these content courses. To understand how mathematicians attend to learning goals, we developed an elaboration of the instructional triangle model which reconceptualizes the interactions between mathematicians and students, as well as the environmental influences of these instructional interactions.