Conceptual Knowledge Falls through the Cracks: Complexities of Learning to Teach Mathematics for Understanding.

摘要: In this article we focus on two interrelated aspects of the process learning to teach mathematics for understanding: (a) ideas and practices teaching procedural knowledge (b) conceptual knowledge. We explore one student teacher's practices, together with messages about that were presented by teacher education program in which was enrolled placement schools she taught. reveal a pattern teacher, her methods course instructor, cooperating teachers, administrators expressed variety strong commitments both knowledge; but these commitments, taught, learned teach, had opportunities learn more often consistently than did find actual (what done) product unresolved tensions within other key actors environment, learning-to-teach environment itself. hypothesize situational supports constructed emphasize might help resolve at least some tensions, suggest such should be developed if national goal increase understanding is achieved.