Document Type
Article
Publication Date
2010
Abstract
After two decades of work, many in the SoTL community are pondering the future of the SoTL movement. Will it sustain its influence? Will it continue to attract new participants? What role should the disciplines play? From the perspective of mathematics, this paper examines efforts by the Carnegie Academy and individuals within the mathematical community to build disciplinary support for the scholarship of teaching and learning. The authors, both mathematicians and Carnegie scholars, restrict their observations to the efforts undertaken in the United States during the last decade and examine the situation in mathematics in greater depth than has heretofore appeared. They shed light on particular complications they have observed for SoTL in their discipline and offer suggestions for improving the situation within mathematics. Practitioners in other disciplines, or those involved with SoTL at a “meta-level” may find their observations applicable in other venues.
Original Publication Citation
Dewar, Jacqueline and Bennett, Curtis (2010) "Situating SoTL Within the Disciplines: Mathematics in the United States as a Case Study," International Journal for the Scholarship of Teaching and Learning: Vol. 4: No. 1, Article 14. Available at: https://doi.org/10.20429/ijsotl.2010.040114
Publisher Statement
Copyright 2006 by Georgia Southern University reproduced with permission from International Journal for the Scholarship of Teaching & Learning.
Digital Commons @ LMU & LLS Citation
Dewar, Jacqueline and Bennett, Curtis, "Situating SoTL Within the Disciplines: Mathematics in the United States as a Case Study" (2010). Mathematics, Statistics and Data Science Faculty Works. 110.
https://digitalcommons.lmu.edu/math_fac/110
