PROCEEDINGS OF THE 19TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2016
Pittsburgh, Pennsylvania
Eliciting mathematicians’ pedagogical reasoning
Page: 61
Given the prevalence of work in the RUME community to examine student thinking and develop instructional materials based on this research, we argue it is important to document the ways in which undergraduate mathematics instructors make sense of this research to inform their own teaching. We draw on Horn’s notion of pedagogical reasoning in order to analyze video- recorded conversations of over twenty mathematicians who elected to attend a workshop on inquiry-oriented instruction at a large national mathematics conference. In this context, we examine the questions: (1) How do undergraduate mathematics instructors engage in efforts to make sense of inquiry-oriented instruction? (2) How does variation in facilitation relate to instructors’ reasoning about these issues? Our findings suggest that the nature of participants’ engagement with the mathematics was related to their subsequent pedagogical reasoning, and that differences in facilitation appear to have played a role in how participants engaged in the mathematics.