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

Các tác giả

  • Nguyễn Thị Duyến Trường Đại học Sư phạm - Đại học Huế

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.

Tài liệu tham khảo

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special. Journal of teacher education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554

Branchetti, L., Calza, G., Martani, S., & Saracco, A. (2020). Continuity of real functions in high school: a teaching sequence based on limits and topology. In INDRUM 2020.

da Fonseca, V. G., & Henriques, A. C. C. B. (2020). Learning with Understanding the Continuity Concept: A Teaching Experiment with Brazilian Pre-Service Mathematics Teachers. International Electronic Journal of Mathematics Education, 15(3), em0606 https://doi.org/10.29333/iejme/8462

Döhrmann, M., Kaiser, G., & Blömeke, S. (2014). The conceptualisation of mathematics competencies in the international teacher education study TEDS-M. In International perspectives on teacher knowledge, beliefs and opportunities to learn. Springer, Dordrecht.

Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for research in mathematics education, 39(4), 372-400.

Lien, L. T. B., Minh, T. K. (2018). Vietnamese prospective mathematics teachers’ mathematical knowledge for teaching the derivative and implications for teacher preparation programs. In Hsieh, F.-J. (Ed.), Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education, Vol. 2, 124-133. Taipei, Taiwan: EARCOME.

Phuong, N. T. H., & Minh, T. K. (2018). Prospective mathematics teachers’ mathematical knowledge for teaching histograms in statistics. Vietnam Journal of Education, 5, 195-201.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Sokolowski, A. (2018). Exploring Function Continuity in Context. In Scientific Inquiry in Mathematics - Theory and Practice (pp. 83-100). Springer, Cham.

Wilkie, K. J., & Clarke, D. (2015). Pathways to Professional Growth: Investigating Upper Primary School Teachers' Perspectives on Learning to Teach Algebra. Australian Journal of Teacher Education, 40(4), 87-118.

Đã Xuất bản

20.07.2021

Cách trích dẫn

Nguyễn , T. D. (2021). Đánh giá kiến thức của giáo viên toán tương lai để dạy học chủ đề “Hàm số liên tục”. Tạp Chí Giáo dục, 506(2), 16–23. Truy vấn từ https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/180

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