数学教育学报Issue(1)：38-44,7.
中美职前小学教师“教学用数学知识”的发展比较--以分数乘除法为例
Comparison of Development of Pre-Service Elementary School Teachers’ Mathematical Knowledge for Teaching in China and The United States--With the Multiplication and Division of Fractions as an Example
摘要
Abstract
The pre-service elementary school teachers are familiar with the algorithm for multiplication and division of fractions whether in China or America, but the use of knowledge in teaching and its development are different: (1) Knowledge Method dimension. For Chinese students, they are clear about the algorithm for multiplication and division of fractions and their computation results are correct. The American students’ comprehension of its concept has limits and sometimes has deviation. (2) Dimension of understanding representation. The American students’ understanding of knowledge and representation are divergent and diversified. For Chinese students, their understanding of knowledge and representation are heterogeneous. Chinese students are skilled in the calculation of numbers and symbols. The American students are supposed to be good at representing the problem situation. (3) Dimension of teaching strategy. American and Chinese students’ mathematical knowledge for teaching is extending, but the extending level is modest. By contrast, The American students’ progress is evident. Both of them have preferable procedure knowledge of the operation of the multiplication and division of fraction, but their mathematical knowledge for teaching practice is deficient.关键词
教学用数学知识/分数乘除法/职前小学教师/发展比较Key words
mathematical knowledge for teaching/the multiplication and division of fractions/pre-service elementary school teachers/the Comparison of development分类
社会科学引用本文复制引用
段素芬,Xianwei Yuan Van Harpen..中美职前小学教师“教学用数学知识”的发展比较--以分数乘除法为例[J].数学教育学报,2015,(1):38-44,7.基金项目
山东省教育科学“十二五”规划课题--小学教师教育U-S合作课程资源开发研究（2013GG216）；淄博师范高等专科学校教学改革项目--基于学科教学知识视角的师范生教学能力培养的研究与实践 （）
