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首页> 外文期刊>Journal of Mathematics Teacher Education >Learning mathematics for teaching in the student teaching experience: two contrasting cases
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Learning mathematics for teaching in the student teaching experience: two contrasting cases

机译：在学生的教学经验中进行教学中的学习数学：两个对比案例

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Student teaching (guided teaching by a prospective teacher under the supervision of an experienced “cooperating” teacher) provides an important opportunity for prospective teachers to increase their understanding of mathematics in and for teaching. The interactions between a student teacher and cooperating teacher provide an obvious mechanism for such learning to occur. We report here on data that is part of a larger study of eight student teacher/cooperating teacher pairs, and the core themes that emerged from their conversations. We focus on two pairs for whom the core conversational themes represent disparate approaches to mathematics in and for teaching. One pair, Blake and Mr. B., focused on controlling student behavior and rarely talked about mathematics for teaching. The other pair, Tara and Mr. T., focused on having students actively participating in the lesson and on mathematics from the students’ point of view. These contrasting experiences suggest that student teaching can have a profound effect on prospective teachers’ understanding of mathematics in and for teaching.
机译：学生教学（在有经验的“合作”老师的指导下由准教师进行的指导教学）为准教师提供了重要的机会，以增加他们对数学的理解和对教学的理解。学生老师和合作老师之间的互动为这种学习的发生提供了明显的机制。我们在此报告的数据是对八个学生老师/合作老师对进行的较大研究的一部分，以及他们的对话中出现的核心主题。我们专注于两对，它们的核心对话主题代表了在教学中和教学中使用不同的数学方法。布莱克（Blake）和B.先生（B. Mr.）一对专注于控制学生的行为，很少谈论用于教学的数学。另一对，塔拉（Tara）和T.先生（T. Mr.），则着眼于让学生积极参与课程以及从学生的角度看数学。这些截然不同的经验表明，学生教学可以对准教师对教学中和教学中数学的理解产生深远的影响。

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