In recent decades, education researchers have recognized the need for teachers to have a nuanced content knowledge in addition to pedagogical knowledge, but very little research was conducted into what this knowledge would entail. Beginning in 2008, math education researchers began to develop a theoretical framework for the mathematical knowledge needed for teaching, but their work focused primarily on elementary schools. I will present an analysis of the mathematical knowledge needed for teaching about the regular curves and surfaces, two important concepts in differential geometry which generalize to the advanced notion of a manifold, both in a college classroom and in an on-line format. I will also comment on the philosophical and political questions that arise in this analysis.
| Identifer | oai:union.ndltd.org:CLAREMONT/oai:scholarship.claremont.edu:hmc_theses-1045 |
| Date | 01 May 2013 |
| Creators | Pinsky, Nathan |
| Publisher | Scholarship @ Claremont |
| Source Sets | Claremont Colleges |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | HMC Senior Theses |
| Rights | © 2013 Nathan Pinsky |
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