Abstract
‘Teachers must know the subject they teach. Indeed, there may be nothing more foundational to teacher competency’ (Ball et al. in Journal of Teacher Education 59:389–407, 2008). In this article, the complex relationship between mathematics, mathematics for teaching, and pedagogy is explored, together with implications for teacher education programmes in Canada.
Résumé
« Les enseignants doivent connaître la matière qu’ils enseignent. En effet, il n’y a peut-être rien de plus fondamental pour la compétence des enseignants» (Ball et al. in Journal of Teacher Education 59:389–407, 2008). Dans cet article, on explore la relation complexe qui existe entre les mathématiques, le rôle que joue cette matière dans son enseignement et la pédagogie, ainsi que les implications qu’a cette relation sur les programmes de formation des enseignants au Canada.
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Notes
A teachers college, formerly known as normal school, is a post-secondary educational institution dedicated to the training and professional development of teachers—teaching teachers how to teach. Originating in France, these institutions were established to provide specialised educational programme for those learning to become teachers. Many teachers colleges today have been amalgamated into universities and colleges to form departments of education. (New World Encyclopedia).
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Kajander, A., Colgan, L. What Does It Mean to Know Mathematics for Teaching?. Can. J. Sci. Math. Techn. Educ. (2024). https://doi.org/10.1007/s42330-024-00311-7
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DOI: https://doi.org/10.1007/s42330-024-00311-7