Mathematics for teaching and deep subject knowledge: voices of Mathematics Enhancement Course students in England

被引：10

作者：

Adler, Jill ^{[1
,2
]}

Hossain, Sarmin ^{[3
]}

Stevenson, Mary ^{[4
]}

Clarke, John ^{[5
]}

Archer, Rosa ^{[6
]}

Grantham, Barry ^{[4
]}

机构：

[1] Kings Coll London, Dept Educ & Profess Studies, London SE1 9NH, England

[2] Univ Witwatersrand, Sch Educ, Div Math Educ, Private Bag 3,PO Wits, ZA-2050 Johannesburg, South Africa

[3] Brunel Univ, Sch Sport & Educ, Uxbridge UB8 3PH, Middx, England

[4] Liverpool Hope Univ, Dept Teacher Educ, Liverpool L16 9JD, Merseyside, England

[5] Cass Sch Educ & Commun, London E15 4LZ, England

[6] Univ Manchester, Sch Educ, Manchester M13 9PL, Lancs, England

来源：

JOURNAL OF MATHEMATICS TEACHER EDUCATION | 2014年 / 17卷 / 02期

基金：

新加坡国家研究基金会;

关键词：

Mathematics for teaching; Teacher education; Deep subject knowledge; Secondary; Subject matter knowledge; Pedagogic content knowledge;

D O I：

10.1007/s10857-013-9259-y

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article reports an investigation into how students of a mathematics course for prospective secondary mathematics teachers in England talk about the notion of 'understanding mathematics in depth', which was an explicit goal of the course. We interviewed eighteen students of the course. Through our social practice frame and in the light of a review of the literature on mathematical knowledge for teaching, we describe three themes that weave through the students' talk: reasoning, connectedness and being mathematical. We argue that these themes illuminate privileged messages in the course, as well as the boundary and relationship between mathematical and pedagogic content knowledge in secondary mathematics teacher education practice.

引用

页码：129 / 148

页数：20

共 31 条

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