A Discussion about American Mathematics Education from an Administrative Perspective

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.

Keywords

• Assessment
• mathematics education
• scholarship of teaching and learning