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ABSTRACT
The domain of Mathematical Knowledge for Teaching (MKT) has provided theoretical and empirical advancements to teacher education scholarship. Today, MKT is widely recognized as a critical component of teachers’ preparation, professional development, and experience. Early studies at the elementary level set the stage for defining, measuring, assessing, and augmenting this knowledge in pre-service and in-service teachers. Subsequent studies are demonstrating MKT’s significance in university and secondary teaching. Despite MKT’s growing influence in education, one institution that has been largely ignored is the community college. Given the community college’s role of remediation alongside the diverse and often underprepared student body it serves, we urge the mathematics education community to examine MKT in the context of community college developmental mathematics. Based on preliminary interviews with experienced faculty at two-year institutions (n = 12), we propose a provisional amendment to the domains of MKT – the Caring Map. We speculate that in order to make sense of developmental mathematics teaching at the community college, research is needed to determine the extent to which teacher caring supports mathematics teaching, student learning, and student achievement.
Notes
1. Recent reports indicate a drop in traditional developmental mathematics enrollment (Burdman, Citation2018; CMBM, Citation2018) – welcoming news for the “trap” it has become for students who place early in the developmental mathematics sequence.
2. In recent years, the community college has gained traction as a legitimate area to investigate mathematics teaching, both empirically and through the Scholarship of Teaching and Learning (SoTL) (Givvin, Stigler, & Thompson, Citation2011; Mesa, Citation2017; Mesa et al., Citation2014; Sitomer et al., Citation2012; Stigler, Givvin, & Thompson, Citation2010; Urbina-Lilback, Citation2016).
3. This is updated from Bailey, Jeong, and Cho (Citation2010).
4. At this stage in our work, we were not expecting to collect evidence of MKT, given we were not observing teachers interacting with students and/or mathematical work.
5. We see a striking parallel to Francis Su’s commentary on human flourishing – particularly to the components of justice, freedom, community, and love (Su, Citation2017, Citation2018).
6. We see these descriptions as analogous to Delpit’s (Citation2012) notion of warm demanders, who teach marginalized children of color.
7. Some researchers use the term “Latinx” as a decentering, gender-neutral alternative to the traditional Latino/a (Salinas & Lozano, Citation2017) or “Latin@” (Gutiérrez, Citation2013b; Salinas & Lozano, Citation2017) as inclusive of those who identify as LGBTQ.
8. These descriptions – coming directly from the 12 interview candidates – were heard in a variety of different settings including department meetings, casual meetings in hallways, etc.
9. It is important to note that we are not aware if this setting is established prior to teaching or if it co-emerges within the complex act of mathematics teaching. This, we feel, is one of many possible fruitful paths in which to examine MKT in community college developmental education.