RUME 27
2025
Alexandria, Virginia
A Framework for Dimensions of Student Mathematical Thinking in Instructional Planning and Teaching
Page: 955
Effective teaching relies on understanding and responding to students' mathematical thinking, enabling educators to build on student prior knowledge and deepen comprehension. While extensive research has established this link at the K-12 level, the research base for undergraduate mathematics education lacks a cohesive framework that integrates student thinking into instructional practices like planning and teaching. This paper addresses this gap by proposing a comprehensive framework designed to embed student thinking more deeply into undergraduate mathematics instruction, with the goal of improving teaching effectiveness and student learning outcomes. We conclude by discussing the implications for both instructional practice and research, as well as outlining the future directions for empirical validation.