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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 supervisionof an experienced "cooperating" teacher) provides an important opportunity for prospectiveteachers to increase their understanding of mathematics in and for teaching. The interactionsbetween a student teacher and cooperating teacher provide an obvious mechanism for suchlearning 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. Wefocus on two pairs for whom the core conversational themes represent disparate approaches tomathematics in and for teaching. One pair, Blake and Mr. B., focused on controlling studentbehavior 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 thestudents' point of view. These contrasting experiences suggest that student teaching can havea 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”老师的指导下由预期的教师进行的指导教学）为预期的教师提供了重要的机会，以提高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，其核心对话主题代表了教学中和教学中不同的数学方法。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。另一对是Tara和T.先生，他们的重点是让学生积极参与课程并从学生的角度研究数学。这些相反的经验表明，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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