RUME 28
2026
Alexandria, Virginia
Extending the Theoretical Boundaries of MKT to Mathematics Instruction in Service Courses for STEM Disciplines
Page: 944
In this theoretical report, we argue for a need to extend the theoretical boundaries of Mathematical Knowledge for Teaching (MKT) beyond its historical applications. Our motivation is the longstanding concern regarding the ability of Calculus as a service course to effectively scaffold non-math-major students’ ways of knowing mathematics to support them in transitioning to their primary discipline, particularly in Engineering. We extend the theoretical boundaries of MKT to encompass the knowledge needed to connect Calculus to its ways of use within Engineering in a way that is perceptible and comprehensible to students. Finally, we distinguish this form of MKT from existing work in MKT, and we demonstrate its utility in advancing our understanding of the knowledge required to improving Calculus instruction.