教学中的数学知识

English | PDF | 2011 | 299 Pages | ISBN : 9048197651 | 3.4 MB

Cumulative research within a number of traditions has shown that effective teaching calls for distinctive, identifiable forms of subject-related knowledge and thinking, yet the significance and complexity of such knowledge is not well represented in professional debate and policymaking. This is a particularly pressing issue within mathematics education, given world-wide aspirations to improve quality of teaching and learning in the face of widespread difficulties in recruiting teachers who are conventionally well-qualified in mathematics and confident in the subject. This book, the outcome of two years of collaborative effort, brings together a team of experts in the field of mathematics teacher knowledge to produce an authoritative, ‘state of the art’ exposition and critical commentary on this important and topical domain, including reports of original research in the field. It offers constructive and helpful ways of conceptualising mathematics teacher knowledge in its cultural context, as well as a range of theorised tools to support its improvement.

多项传统内的累积研究显示，有效的教学需要与相关主题相关的特定、可识别的知识和思考形式，然而这样的知识的含义及其复杂性在专业辩论和政策制定中并未得到充分的体现。这对于数学教育来说尤其令人关切，鉴于全世界都在努力改善教学质量以应对招不到具有良好数学资格且对学科有信心的教师这一普遍问题。本书是经过两年的合作努力所产出，汇集了该领域内的一批专家，旨在提供一个权威且“当时的状态”的阐述和批判性评述，包括了该重要而时兴领域的研究报告。它提出了将数学教师知识与文化背景相结合的建设性的概念化方法，并提供了多种理论工具以支持其改进。

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