What do secondary prospective mathematics teachers need to know? Content courses connecting secondary and tertiary mathematics
What do secondary prospective mathematics teachers need to know? Content courses connecting secondary and tertiary mathematics
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未来的中学数学教师需要了解什么？
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发表时间：
2013
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通讯作者：
J. Star
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作者：
Eileen Murray;J. Star
最近发布的报告教师的数学教育II（MET-II）[数学科学会议委员会（CBMS），2012]指出，虽然大多数中学数学教师主修数学，但许多课程都专注于研究生学习或商业职业所需的数学。未来的数学教师可以更好地服务于课程，“为未来的教师提供学习他们需要知道的数学的机会，成为准备充分的初任教师，他们将继续学习新的数学内容，加深对熟悉主题的理解”[CBMS，2012，第5页]。目前，我们似乎是在一个令人兴奋的时期的创新和实验，在这些课程的发展，数学家与中学教育的兴趣已经创造了广泛的新课程，专为数学专业学习成为教师。教师教育计划包括旨在提高教师知识的各种课程。这些课程主要分为两类：数学系开设的数学课程和教育系开设的教学方法课程。许多教学方法课程已经开始纳入内容知识，特别是因为它涉及到数学未来的教师将教和教学的具体任务所需的专业数学知识[球，泰晤士河，和菲尔普斯，2008年]。然而，似乎并没有出现在未来的教师（作为数学专业）采取的数学内容课程的类型有实质性的变化，有一个例外。有越来越多的数学系提供的课程，准教师学习新的数学，同时建立高等和中等数学之间的联系。这些连接课程被认为是帮助未来的中学数学教师（PSMT）学习和激励他们将要教的数学。推动越来越多的联系课程至少有两个原因。首先，过去20多年的研究已经明确了对这些知识的需求，扩展了我们对数学教师需要知道什么的思考，并促使我们思考这些知识是如何发展的。第二，我们看到数学家和数学教育家之间越来越多的富有成效和持续的合作，例如Eileen Murray是哈佛大学教育研究生院的博士后研究员。她的电子邮件地址是eileen_murray@ harvard. edu。
T he recently released report The Mathematical Education of Teachers II (MET-II) [Conference Board of the Mathematical Sciences (CBMS), 2012] notes that, while most secondary mathematics teachers major in mathematics, many of the courses taken focus on mathematics needed for graduate study or careers in business. Prospective mathematics teachers could be better served by courses that “provide opportunities for future teachers to learn the mathematics they need to know to be wellprepared beginning teachers who will continue to learn new mathematical content and deepen their understanding of familiar topics” [CBMS, 2012, p. 5]. At present we appear to be in an exciting period of innovation and experimentation in the development of such courses, as mathematicians with interest in secondary education have created a wide array of new courses designed specifically for mathematics majors studying to become teachers. Teacher education programs include a variety of courses designed to improve teachers’ knowledge. These courses fall largely into two categories: mathematics courses offered by mathematics departments and teaching methods courses offered by education departments. Many teaching methods courses have begun to incorporate content knowledge, especially as it relates to the mathematics prospective teachers will teach and the specialized mathematical knowledge needed for the specific tasks of teaching [Ball, Thames, and Phelps, 2008]. Yet there does not appear to have been substantial change in the types of mathematics content courses that prospective teachers (as mathematics majors) take, with one exception. There are a growing number of courses offered by mathematics departments where prospective teachers learn new mathematics while simultaneously building connections between tertiary and secondary mathematics. These connections courses are presumed to help prospective secondary mathematics teachers (PSMT) situate and motivate the mathematics that they will teach. The impetus for the increasing number of connections courses has come about for at least two reasons. First, research over the past twenty-plus years has articulated the need for such knowledge, expanded our thinking about what mathematics teachers need to know, and pushed us to think about how this knowledge develops. Second, we see an increasing number of productive and sustained collaborations between mathematicians and mathematics educators, such that many in the Eileen Murray is a postdoctoral research fellow at Harvard University in the Graduate School of Education. Her email address is eileen_murray@harvard.edu.