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Table of Contents
Foreword; Acknowledgements; Contents; Part I: Benefitting the Readers of this Volume; Chapter 1: Opening Lines: An Introduction to the Volume; 1.1 Introduction; 1.2 Our Definition of Work in Mathematics Education; 1.3 The Organization and Goal of the Volume; 1.4 The Genesis of this Volume; 1.4.1 The Panel that Inspired this Volume; 1.5 The Process that Resulted in this Volume; 1.6 Reflections on the Volume; 1.7 Reflection on Our Involvement; References; Chapter 2: Communication, Culture, and Work in Mathematics Education in Departments of Mathematical Sciences.
2.1 Introduction to Noticing This and That2.2 Noticing Difference; 2.2.1 A Note on "Cases"; 2.2.2 Top Tier Journals: Noticing Across Two Professional Sub-cultures; 2.2.3 Department Dynamics: Noticing About Department Norms; 2.3 Discourse (Big D) and discourse (Little d); 2.4 Framework for Intercultural Awareness and Competence; 2.4.1 Denial; 2.4.2 Polarization; 2.4.3 Minimization; 2.4.4 Acceptance; 2.4.5 Adaptation; 2.4.6 Integration; 2.5 Being Intentional in Noticing Professional Differences; 2.5.1 Example of Difference in Orientation Across Professional Groups.
2.5.2 Connecting to the Vignettes2.6 Gender, Discourse, and Professional Culture; 2.6.1 Women Speak Differently in Different Ways; 2.6.2 Views of Work in Mathematics Education; 2.7 Conclusion; References; Chapter 3: Valuing and Supporting Work in Mathematics Education: An Administrative Perspective; 3.1 Introduction; 3.2 Mathematics and Mathematics Education: Facilitating Productive Interactions; 3.2.1 Building Productive Interactions: Difficult but Essential Work; 3.2.2 The Role of the Academic Leader in Initiating and Sustaining Collaborations.
3.3 Using Assessment of Student Learning to Build Productive Interactions3.3.1 The Pressure of Assessment; 3.3.2 Finding Value in the Assessment of Student Learning: The Role of Faculty; 3.3.3 Assessment as an Opportunity for Productive Interactions; 3.4 Faculty Professional and Career Development; 3.4.1 The Arc of a Faculty Member's Career; 3.4.2 Valuing and Rewarding Work in Mathematics Education Done by Mathematics Faculty; 3.4.3 Evaluating Work in Mathematics Education: Recommendations and Examples; 3.5 Conclusion; References.
Part II: Benefitting Pre-Service and In-Service Teachers and Graduate Student InstructorsChapter 4: Effects of a Capstone Course on Future Teachers (and the Instructor): How a SoTL Project Changed a Career; 4.1 Introduction; 4.2 The Carnegie Scholars Program; 4.3 My CASTL Proposal; 4.4 The CASTL Research Project; 4.5 Effect the Project Had on my Career; References; Chapter 5: By Definition: An Examination of the Process of Defining in Mathematics; 5.1 Introduction; 5.2 Teaching Activity Focused on Definitions and Defining; 5.2.1 Student Conceptions; 5.2.2 Mathematical Considerations.
2.1 Introduction to Noticing This and That2.2 Noticing Difference; 2.2.1 A Note on "Cases"; 2.2.2 Top Tier Journals: Noticing Across Two Professional Sub-cultures; 2.2.3 Department Dynamics: Noticing About Department Norms; 2.3 Discourse (Big D) and discourse (Little d); 2.4 Framework for Intercultural Awareness and Competence; 2.4.1 Denial; 2.4.2 Polarization; 2.4.3 Minimization; 2.4.4 Acceptance; 2.4.5 Adaptation; 2.4.6 Integration; 2.5 Being Intentional in Noticing Professional Differences; 2.5.1 Example of Difference in Orientation Across Professional Groups.
2.5.2 Connecting to the Vignettes2.6 Gender, Discourse, and Professional Culture; 2.6.1 Women Speak Differently in Different Ways; 2.6.2 Views of Work in Mathematics Education; 2.7 Conclusion; References; Chapter 3: Valuing and Supporting Work in Mathematics Education: An Administrative Perspective; 3.1 Introduction; 3.2 Mathematics and Mathematics Education: Facilitating Productive Interactions; 3.2.1 Building Productive Interactions: Difficult but Essential Work; 3.2.2 The Role of the Academic Leader in Initiating and Sustaining Collaborations.
3.3 Using Assessment of Student Learning to Build Productive Interactions3.3.1 The Pressure of Assessment; 3.3.2 Finding Value in the Assessment of Student Learning: The Role of Faculty; 3.3.3 Assessment as an Opportunity for Productive Interactions; 3.4 Faculty Professional and Career Development; 3.4.1 The Arc of a Faculty Member's Career; 3.4.2 Valuing and Rewarding Work in Mathematics Education Done by Mathematics Faculty; 3.4.3 Evaluating Work in Mathematics Education: Recommendations and Examples; 3.5 Conclusion; References.
Part II: Benefitting Pre-Service and In-Service Teachers and Graduate Student InstructorsChapter 4: Effects of a Capstone Course on Future Teachers (and the Instructor): How a SoTL Project Changed a Career; 4.1 Introduction; 4.2 The Carnegie Scholars Program; 4.3 My CASTL Proposal; 4.4 The CASTL Research Project; 4.5 Effect the Project Had on my Career; References; Chapter 5: By Definition: An Examination of the Process of Defining in Mathematics; 5.1 Introduction; 5.2 Teaching Activity Focused on Definitions and Defining; 5.2.1 Student Conceptions; 5.2.2 Mathematical Considerations.