The Mis-Education of Mathematics Teachers
The Mis-Education of Mathematics Teachers
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数学教师的错误教育
DOI：
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发表时间：
2011
影响因子：
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通讯作者：
Hung
中科院分区：
文献类型：
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作者：
Hung
如果我们想在学校里培养出好的法语教师，我们是否应该要求他们在大学里学习拉丁语，而不是法语？毕竟，拉丁语是法语的母语，在语言上比法语更复杂;通过掌握更复杂的语言，教师可以提高他们对法语的理解，他们已经从学生时代就知道了。为了将他们的法语知识与学生的成绩联系起来，我们可以看看他们的拉丁语成绩！尽管这种情况很荒谬，但它在数学教育中的精确模拟结果是2011年对该领域理解的核心。一个自然的问题是，为什么数学研究界应该为教育中的问题而烦恼。答案是，年复一年，我们微积分课上的新生，最终我们的数学研究生，都是这种教育理念的产物。本文的目的是提醒数学界积极参与教育事业的迫切需要。这是一个行动的呼吁。我们将开始回顾过去四十年来教师的数学教育状况，然后指出需要做些什么来提高教师的内容知识，以及为什么知识渊博的数学家的投入是必不可少的。
I f we want to produce good French teachers in schools, should we require them to learn Latin in college but not French? After all, Latin is the mother language of French and is linguistically more complex than French; by mastering a more complex language teachers could enhance their understanding of the French they already know from their school days. To correlate their knowledge of French with their students’ achievements, we could look at their grades in Latin! As ridiculous as this scenario is, its exact analogue in mathematics education turns out to be central to an understanding of the field as of 2011. A natural question is why the mathematics research community should be bothered with a problem in education. The answer is that the freshmen in our calculus classes year after year, and ultimately our math graduate students, are products of this educational philosophy. The purpose of this article is to alert the mathematics community to the urgent need of active participation in the education enterprise. It is a call for action. We will begin by reviewing the state of the mathematical education of teachers in the past four decades, and then give an indication of what needs to be done to improve teachers’ content knowledge and why knowledgeable mathematicians’ input is essential.