PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
Integrated mathematics and science knowledge for teaching framework
Page: 509
Previous studies have indicated that effective teaching relies on teachers’ knowledge of both student thinking and subject content. Very little is known about the integration (combination) of teachers’ mathematical knowledge and science knowledge for teaching important topics like applied derivative problems. Using Ball and colleagues’ framework for Mathematical Knowledge for Teaching (MKT), data were analyzed from interviews of eight calculus Graduate Teaching Assistants (GTAs) to examine the kind of knowledge used when talking about teaching applied derivative problems. Findings suggest that some of the domains of the existing MKT framework describe the kinds of knowledge GTAs draw on. However, not all elements of knowledge these GTAs used when discussing applied problems fit the MKT framework. Modifications to the framework are proposed to describe teachers’ Integrated Mathematics and Science Knowledge for Teaching.