Mathematical Knowledge in Teaching
Mathematical Knowledge in Teaching
复制标题
教学中的数学知识
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Kenneth Ruthven
中科院分区：
文献类型：
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作者：
T. Rowland;Kenneth Ruthven
许多传统的累积研究表明，有效的教学需要独特的、可识别的学科相关知识和思维形式，但这些知识的重要性和复杂性在专业辩论和政策制定中并没有得到很好的体现。这是数学教育中一个特别紧迫的问题，因为世界各地都渴望提高教学质量，但在招聘通常具备数学资质且对该学科充满信心的教师方面普遍存在困难。本书是两年来共同努力的成果，汇集了数学教师知识领域的专家团队，对这一重要的热门领域进行了权威的、“最先进的”阐述和批判性评论，包括该领域的原创研究报告。它提供了在其文化背景下概念化数学教师知识的建设性且有用的方法，以及支持其改进的一系列理论化工具。
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.