PROCEEDINGS OF THE 16TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2013
Denver, Colorado
Guided Reflections on Mathematical Tasks: Fostering MKT in College Geometry
Page: 2-414
This study is a part of ongoing research on development of Mathematical Knowledge for Teaching (MKT) in mathematical content courses. Reflective practice represents a central theme in teacher education. The purpose of this reported study was to understand the role of guided reflections on mathematical tasks in a college geometry course. We were also interested in understanding how guided reflections on mathematical tasks would effect teachers’ development of MKT. Our research data consist of participants’ reflections, teaching scenarios, and pre-post test results. In this study we developed a workable framework for data analysis. Audience discussion will address questions related to the proposed analysis framework and development of MKT in college mathematics courses.