A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge
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未来教师儿童数学思维学习与知识文化基金研究述评
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发表时间：
2016
期刊：
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通讯作者：
C. Drake
中科院分区：
文献类型：
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作者：
Erin E. Turner;C. Drake
研究人员研究了准备小学教师教数学的学生从不同的种族，民族和语言背景的重点是教师的学习儿童的数学思维（CMT），或较少，对儿童的文化基金的知识（CFoK）有关的数学。尽管这项重要的工作，小学教师继续准备不足，有效地教数学在不同的社区。我们建议，应对这一持续挑战的一种方法是将这两个工作领域结合起来。本文综述了未来教师如何在数学教学中学习CMT和CFoK的相关研究。我们使用的审查，以描述一个强大的理论框架的PST学习CMT和CFoK的元素，并综合如何审查的研究有助于这些不同的元素。
Researchers have studied the preparation of elementary teachers to teach mathematics to students from diverse racial, ethnic, and linguistic backgrounds by focusing either on teachers’ learning about children’s mathematical thinking (CMT) or, less frequently, about children’s cultural funds of knowledge (CFoK) related to mathematics. Despite this important work, elementary teachers continue to be underprepared to teach mathematics effectively in diverse communities. We suggest that one way to address this persistent challenge is to integrate these two lines of work. This review focuses on research related to how prospective teachers (PSTs) learn to connect to CMT and CFoK in mathematics instruction. We use the review to describe elements of a robust theoretical framework of PST learning about CMT and CFoK, and synthesize how the studies reviewed contribute to these different elements.