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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.

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Copyright 2006 by Georgia Southern University reproduced with permission from International Journal for the Scholarship of Teaching & Learning.

Recommended 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:

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Mathematics Commons