PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Pre-journal Award: A new methodological approach for examining mathematical knowledge for teaching at the undergraduate level: Utilizing task unfolding and cognitive demand
Page: 39
In 2010, Charalambous published an article that examined the relationship between mathematical knowledge for teaching and task unfolding at the elementary level. As a result of this study, Charalambous evidence to support the claim that there is a positive relationship between a teacher’s MKT and the cognitive level of enacted task. Drawing upon this finding, the purpose of this study is to propose a new methodological approach examining mathematical knowledge for teaching at the undergraduate level. While this approach draws upon results concerning MKT at the K-12 level, it primarily focuses on examining undergraduate instruction through the lens of task unfolding and cognitive demand. To illustrate how this methodology can be used, the paper concludes by presenting two case studies that demonstrate how the methodology can be used to examine mathematical knowledge for teaching undergraduate Precalculus courses.