Contention and Coalescence in Mathematical Knowledge: Undergraduate Geometry Instructors' Cooperative Design of Student Learning Objectives

• In Event: Sheraton Roundtable Session Seventeen
  In Roundtable Session: Assessing Our Values in Math Education (Table 1)

Abstract

Little is known about how mathematics faculty develop curriculum with explicit attention to pre-service teachers’ preparation. This gap is particularly significant with regards to Geometry for Teachers (GeT) courses—courses required for future teachers, elective for mathematics majors, and taught by mathematics faculty. Analyzing from meetings of a cross-institutional, member-led online learning community of GeT instructors, we investigated instructors’ practical rationality of teaching vis-a-vis course content. In their development of a curricular resource—a list of Student Learning Objectives (SLOs)—we found GeT instructors’ bridged tensions between (a) how mathematical knowledge is organized when the focus of instruction is mathematical knowledge for teaching geometry (MKT-G) and (b) how that same knowledge is organized when the focus of instruction is synthetic geometry.

Authors

• Carolyn Hetrick, University of Michigan
  Presenting Author

• Patricio G. Herbst, University of Michigan
  Non-Presenting Author

• Amanda Marie Milewski, University of Michigan
  Non-Presenting Author

• Mike Ion, University of Michigan
  Non-Presenting Author