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首页> 外文期刊>Journal of mathematics teacher education >Mathematics for teaching and deep subject knowledge: voices of Mathematics Enhancement Course students in England
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Mathematics for teaching and deep subject knowledge: voices of Mathematics Enhancement Course students in England

机译：用于教学和深厚学科知识的数学：英国数学强化课程学生的心声

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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.
机译：本文报告了一项调查，调查了英格兰的中学数学教师的数学课程的学生如何谈论“深入理解数学”的概念，这是该课程的明确目标。我们采访了该课程的18名学生。通过我们的社会实践框架，并结合对数学知识进行教学的文献回顾，我们描述了贯穿学生演讲的三个主题：推理，联系和数学。我们认为这些主题阐明了课程中的特权信息，以及中学数学教师教育实践中数学和教学内容知识之间的界限和关系。

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