A COGNITIVE APPROACH TO THE EVALUATION OF PROSPECTIVE MATHEMATICS TEACHERS' PROFESSIONAL COMPETENCIES

Tác giả: ThS. Nguyễn Thị Hà Phương, TS. Cộng Sự 1, Cộng Sự 2
Nơi đăng: THE 5th INTERNATIONAL CONFERENCE LANGUAGE, SOCIETY, AND CULTURE IN ASIAN CONTEXTS (LSCAC 2018), Số: LSCAC 2018, Trang: 926-940, Năm: 2019, Loại bài viết: Bài báo, Quốc gia: Quốc tế.

Abstract:

: In this study, we present the model of mathematical knowledge for teaching developed by Ball and her colleagues (Ball, Thames & Phelps, 2008) and consider it as an essential component of a cognitive approach to the conceptualization and assessment of prospective mathematics teachers’ knowledge for teaching. More specifically, we use this model to analyze the characteristics of Vietnamese prospective mathematics teachers’ mathematical knowledge for teaching the geometric and physical meanings of the derivative – an important topic in upper secondary school mathematics curriculum. Finally, implications for the professional learning of Vietnamese mathematics teachers are also discussed.