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Views of Content and Pedagogical Knowledges for Teaching Mathematics

机译:数学教学的内容观和教学知识观

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The ability to teach mathematics content is influenced by general pedagogy, pedagogical content knowledge and mathematical content knowledge. Shulman (1987) stated several categories of teacher knowledge, including content knowledge, general pedagogical knowledge, and pedagogical content knowledge. He described content knowledge as the knowledge, understanding, skills, and dispositions that students learn. General pedagogy knowledge is described as broad teaching strategies, such as classroom management and organization and pedagogical content knowledge as the "blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction" (p. 8). Mathematics education researchers have expounded on several of Shulman's ideas and focused on specific pedagogies and content knowledge needed for teaching mathematics.
机译:教授数学内容的能力受一般教学法,教学内容知识和数学内容知识的影响。 Shulman(1987)提出了教师知识的几种类别,包括内容知识,一般教学知识和教学内容知识。他将内容知识描述为学生学习的知识,理解,技能和性格。一般教育学知识被描述为广泛的教学策略,例如教室管理和组织,而教学内容知识则被描述为“将内容和教育学融合为对特定主题,问题或问题的理解,组织,表示和适应方式”学习者的兴趣和能力,并提供指导”(第8页)。数学教育研究人员已经阐述了舒尔曼的一些思想,并着重于特定的教学法和数学教学所需的内容知识。

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