Scholarship of Teaching and Learning (SoTL):
Turning Teaching Problems into Research

May 4, 2013

Tucson, Arizona

About this workshop

The Scholarship of Teaching and Learning (SoTL) is a form of research that involves a systematic investigation of teaching/learning followed by peer review and public sharing of the work for others to build on. SoTL in mathematics draws on both the mathematical and pedagogical expertise of practitioners as they define research questions, design studies, and analyze results.

In this workshop, participants will learn about SoTL and how it differs from mathematics education research. Participants will be guided in transforming a problem from their own teaching experience into a question for scholarly investigation. They will see examples of SoTL questions and types of data, both quantitative and qualitative, that might be gathered in a SoTL study. They will be introduced to focus groups, think-alouds and knowledge surveys. Participants will practice applying this information to design a study. They will receive additional resources for continuing their investigation.



The workshop will be held at the Institute for Mathematics and Education, Gould-Simpson building, Room 849. A catered lunch will be provided.

Out of town participants are encouraged to book accommodations at the Tucson Marriott University Park or the Doubletree by Hilton, Reid Park.


The conference will take place Saturday, May 4 from 8:30 am until 4:30 pm.

Suggested Readings

  • Bennett, C. & Dewar, J. (2012). An overview of the scholarship of teaching and learning in mathematics. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 22(6), 458-473. doi:10.1080/10511970.2011.585389.

  • This article provides an overview of the scholarship of teaching and learning (SoTL) in mathematics. It describes the origins of SoTL in higher education and distinguishes SoTL from good teaching, scholarly teaching, and mathematics education research. It includes a widely adopted taxonomy of SoTL questions and presents several examples of SoTL questions that have been investigated and made public. The heart of the article is a specific example of how a “teaching problem” can launch a SoTL investigation. The article also considers the value of SoTL to individual faculty, their departments, and their institutions. It closes with additional resources and suggestions for pursuing SoTL in mathematics.

    Organizing committee