數(shù)學(xué)教師數(shù)學(xué)知識的性質(zhì)及對其大學(xué)數(shù)學(xué)教育的啟示-資料下載頁
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【正文】 tnam, R. T., Stein, M. K. amp。 Baxter, J.. Where subject knowledge matters [M] // Advances in research on teaching (pp. 87113)[C]. Greenwich, CT: JAI Press, 1991.[10] Ball, .. What mathematical knowledge is needed for teaching mathematics? Remarks prepared for the Secretary’s summit on Mathematics [EB/OL]. , 2003125.[11] Ball, ., Bass, H., Sleep, L. amp。 Thames, M.. A theory of mathematical knowledge for teaching [EB/OL]. , 200835.[12] 景敏．基于學(xué)校的數(shù)學(xué)教師數(shù)學(xué)教學(xué)內(nèi)容知識發(fā)展策略研究[D]．上海：華東師范大學(xué)博士學(xué)位論文，2006．[13] 周仕榮．美國數(shù)學(xué)教師學(xué)科知識研究的概述和啟示[J]．教育學(xué)報(bào)，2006，(10)： 7983． [14] 徐章韜，龔建榮．學(xué)科知識和學(xué)科教學(xué)知識在課堂教學(xué)中的有機(jī)融合[J]．教育學(xué)報(bào)，2007，(12)：3439．The Characteristics of Mathematics Teachers’ Mathematical Knowledge and Its Implications to Teachers’ Mathematics Education in UniversityFANG QinhuaCollege of Mathematics and Information Science, Xinyang Normal University, Henan Xinyang 464000, ChinaAbstract: It is founded that studies on teachers’ mathematical knowledge have paid its more attention to the characteristic rather than its amount, and the main clue of these sdudies is the relation of teachers’ mathematics subject matter knowledge and pedagogy content knowledge. The findings has the following implications to teachers’ mathematics preparation in university: to think the differences between teachers’ and mathematicians’ mathematical knowledge。 to consider the necessity of constructing special course for teachers’ mathematical preparation and。 to make the teaching style of college mathematics meet teachers’ needs for future teaching in secondary school.Key words: mathematics teacher。 mathematical knowledge。 mathematics education in university 7
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