Professional Knowledge Matters in Mathematics Teaching

被引：0
|
作者：
Adler, Jill [1 ]
机构：
[1] Univ Witwatersrand, Sch Educ, Private Bag 3, ZA-2050 Johannesburg, South Africa
来源：
PROCEEDINGS OF THE INTERNATIONAL CONGRESS OF MATHEMATICIANS, VOL IV: INVITED LECTURES | 2010年
基金：
新加坡国家研究基金会;
关键词：
Mathematics for teaching; Mathematics teacher education; mathematical reasoning; mathematical objects and processes;
D O I：
暂无
中图分类号：
O1 [数学];
学科分类号：
0701 ; 070101 ;
摘要：
In this paper, I argue that mathematics teachers' professional knowledge matters, and so requires specific attention in mathematics teacher education. Two examples from studies of mathematics classrooms in South Africa are described, and used to illustrate what mathematics teachers use, or need to use, and how they use mathematics in their practice: in other words, the substance of their mathematical work. Similarities and differences across these examples, in turn, illuminate mathematics teachers' professional knowledge, enabling a return to, and critical reflection on, mathematics teacher education.
引用
收藏
页码：3213 / 3229
页数：17
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