The Missing Element for Teachers: Learning What Mathematics Is
The Missing Element for Teachers: Learning What Mathematics Is
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教师缺失的元素：学习什么是数学
DOI：
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Cynthia J. Carter
中科院分区：
文献类型：
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作者：
E. Goldenberg;A. Cuoco;Cynthia J. Carter
本章主张在准备小学教师时忠实于数学，让他们沉浸在数学中——当然是在他们的知识水平上——通过给他们真实的调查、逻辑、解决问题、系统建设、激发好奇心的体验。学习像数学家一样思考与学习由这种思考产生的事实和过程是非常不同的。数学包括这两者。做数学——了解数学——需要知识，但这与知识无关；重要的是你能用这些知识弄明白什么。那些专注于解释事实和程序以及它们如何运作的教师课程，错过了数学的核心——思考。老师们自然会把这个信息延续下去。相比之下，以基础教学学科及其内容为中心的数学研究，不能不包括它的关键事实，提供一个更忠实的学科观点。
This chapter argues for fidelity to mathematics in the preparation of elementary teachers by immersing them in doing mathematics—at their knowledge level, of course—by giving them experiences that are true to its investigative, logical, problem-solving, and system-building, curiosity-inspiring nature. Learning to think like a mathematician is very different from learning the facts and procedures that result from that thinking. Mathematics includes both. Doing mathematics—knowing what mathematics is—requires knowledge, but it is not about that knowledge; it is about what you can figure out using that knowledge. Courses for teachers that focus on explaining facts and procedures and how they work miss the heart of mathematics, the thinking. Teachers will naturally perpetuate that message. By contrast, doing mathematics, centered in the discipline of elementary teaching and its contents, cannot help but also include its key facts, affording a more faithful view of the discipline.