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 d iscipline 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 obse rvations applicable in other venues.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
