Đánh giá kiến thức của giáo viên toán tương lai để dạy học chủ đề “Hàm số liên tục”

Tóm tắt

In recent years, the focus of research on teachers' professional development to teach basic concepts of algebra and calculus has been not only on content knowledge but also on other general knowledge applied in teaching practice. Although several topics about function and derivative have attracted mathematics education researchers’ attention, few studies on mathematical knowledge for teaching continuous functions have been conducted.  In this study, we described prospective mathematics teachers' knowledge to teach the continuity and discontinuity of functions. The research instrument was a questionnaire consisting of items designed according to four types of teachers’ knowledge of the model of mathematical knowledge for teaching suggested by Ball, Thames and Phelps (2008). The results of the study initially showed that inadequate understanding of content knowledge and pedagogical content knowledge of prospective mathematics teachers to teach continuous functions.