PROCEEDINGS OF THE 17TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2014
Denver, Colorado
Graduate Students’ Integrated Mathematics and Science Knowledge for Teaching
Page: 617
Previous studies have indicated that effective mathematics teaching relies on teachers’ knowledge of both student thinking and mathematical content. Very little is known about the integration (combination) of teacher’s mathematical knowledge and science knowledge for teaching important topics like derivative and applied derivative problems. The goal of this study is to examine the knowledge of mathematics and science that teachers draw on when teaching the concept of derivative and applied derivative problems. We conducted task-based interviews with nine graduate assistants (GTAs). Findings revealed that GTAs made use of their knowledge of science as well as of mathematics when discussing how to teach applied derivative problem. In this proposal, we only look at the results of two interviews and try to shed light into the nature of science and mathematics knowledge the teachers use for Teaching and how that can lead into opportunities in professional development for the novice teachers.