Conceptions of teaching and justice as pivotal to mathematics teacher educators’ thinking about mathematical knowledge for teaching

IF 2.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Mathematics Teacher Education Pub Date : 2023-12-10 DOI:10.1007/s10857-023-09609-z

Mark Hoover, Matthew Dahlgren, Reidar Mosvold, Imani Goffney

引用次数: 0

Abstract

Recent scholarship has explored mathematical demands faced by mathematics teacher educators and ways to support their development, but little attention has been given to the basic question of how mathematics teacher educators think about content knowledge for teaching. Knowing what they think could inform efforts to support them. Our analysis reveals that some think about mathematical knowledge for teaching as an independent, abstracted resource to be taught and learned in relative isolation from teaching, while others think about it as dynamic, situated work. We argue that this key difference matters for how they work with teachers. Further, our analysis reveals that their thinking about both teaching and justice interacts with their thinking about mathematical knowledge for teaching and that their thinking in these other two domains can be a resource for supporting their mathematical development.

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教学与公正观念是数学教师教育者思考数学教学知识的关键

最近的学术研究探讨了数学教师教育者所面临的数学需求以及支持他们发展的方法，但很少有人关注数学教师教育者如何思考教学内容知识这一基本问题。了解他们的想法可以为支持他们的工作提供参考。我们的分析表明，有些人认为教学数学知识是一种独立的、抽象的资源，可以在与教学相对隔离的情况下教授和学习，而另一些人则认为它是一种动态的、情景化的工作。我们认为，这一关键差异对他们如何与教师合作至关重要。此外，我们的分析表明，他们对教学和公正的思考与他们对教学数学知识的思考是相互影响的，他们在这两个领域的思考可以成为支持他们数学发展的资源。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Mathematics Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.40

自引率

9.50%

发文量

期刊介绍： The Journal of Mathematics Teacher Education (JMTE) is devoted to research into the education of mathematics teachers and development of teaching that promotes students'' successful learning of mathematics. JMTE focuses on all stages of professional development of mathematics teachers and teacher-educators and serves as a forum for considering institutional, societal and cultural influences that impact on teachers'' learning, and ultimately that of their students. Critical analyses of particular programmes, development initiatives, technology, assessment, teaching diverse populations and policy matters, as these topics relate to the main focuses of the journal, are welcome. All papers are rigorously refereed. Papers may be submitted to one of three sections of JMTE as follows: Research papers: these papers should reflect the main focuses of the journal identified above and should be of more than local or national interest. Mathematics Teacher Education Around the World: these papers focus on programmes and issues of national significance that could be of wider interest or influence. Reader Commentary: these are short contributions; for example, offering a response to a paper published in JMTE or developing a theoretical idea. Authors should state clearly the section to which they are submitting a paper. As general guidance, papers should not normally exceed the following word lengths: (1) 10,000 words; (2) 5,000 words; (3) 3,000 words. Maximum word lengths exclude references, figures, appendices, etc. Critiques of reports or books that relate to the main focuses of JMTE appear as appropriate.