PROCEEDINGS OF THE 19TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2016
Pittsburgh, Pennsylvania
Using the chain rule to develop secondary school teachers’ Mathematical Knowledge for Teaching, focused on the rate of change
Page: 1242
The unit described in this study was designed to connect secondary and advanced mathematical topics. It focused on how the knowledge of chain rule impacts secondary teachers’ understanding and teaching of rate of change so that they can address students’ misconceptions. This project is informed by the idea of Mathematical Knowledge for Teaching, which encompasses both subject-matter knowledge and pedagogical content knowledge of teachers. The goal was to enhance secondary school teachers’ teaching of the rate of change and the unit featured tasks connecting rate of change problems as seen in high school algebra to the concept of chain rule. The unit was designed to engage mathematics teachers in discourse about the content learned at the college level to content that is taught at the secondary school level.