RUME 25
2023
Omaha, Nebraska
Connecting Instructor Mathematical Knowledge for Teaching, Intercultural Competence, and Undergraduate Learning
Page: 1212
We report on work to explore instructor intercultural competence and its relationship with the effectiveness of mathematics teaching in post-secondary settings. Results are from quantitative and qualitative inquiry into the mathematical knowledge for teaching and intercultural orientations of 15 instructors and 476 of their undergraduate students. Instructors participated to varying degrees in a professional short-course for faculty learning to teach mathematics for future grade school teachers. The greatest learning gains among undergraduates were in the classes of those instructor-participants who completed short-course activities about interculturally responsive mathematical knowledge for teaching future teachers.