Abstract
In this paper we reflect on the roles and responsibilities of academic leaders in encouraging faculty in mathematics departments to value contributions to mathematics teaching and learning. We discuss how academic leaders can and should use their perspective, position and influence to encourage productive dialogue between practitioners of mathematics and mathematics education; to use assessment of student learning as an opportunity to further this dialogue; and to value and reward work in mathematics teaching and learning in the hiring, evaluation, tenure, promotion, and merit processes.
Highlights
Faculty at American colleges and universities are responsible for teaching, research, and service, or what the American Association of University Professors describes as “student-centered work,” “disciplinary- or professional-centered work,” and “community-centered work” [1]
We regard the definition of mathematics education and the associated contributions to be intentionally broad and to encompass work in pedagogy, curricula, and outreach, as well as research in mathematics education
We focus primarily on approaches to supporting the professional-centered work of the mathematician in mathematics education, as this connects more closely with our backgrounds and experiences
Summary
Faculty at American colleges and universities are responsible for teaching, research, and service, or what the American Association of University Professors describes as “student-centered work,” “disciplinary- or professional-centered work ,” and “community-centered work” [1]. Academic leaders in today’s colleges and universities, especially deans, are responsible for supporting this tri-partite work of the faculty with the overall goal of promoting excellence in their institutions and advancing institutional mission. We discuss how academic leaders can use their perspective, position, and influence to encourage and value the work of mathematics faculty in mathematics education. We discuss contributions to the teaching and learning of mathematics in the context of a faculty member’s professional and career development, with particular attention to how. Throughout the paper, we highlight the important role of academic leaders in supporting and valuing all forms of contributions to mathematics education
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