出版社：Australian Institutes for Educational Research
摘要：This paper describes a small-scale study examining one facet of pre-service mathematicsteachers’ knowledge for teaching. While mathematical knowledge for teaching hasreceived extensive attention from researchers with regards to pre-service teachers, therehas been little research on the mathematics register proficiency of this cohort. In thisstudy, we examine a group of pre-service mathematics teachers’ mathematics registerduring a peer-teaching lesson. The authors adapt Rowland’s Knowledge Quartet as aframework for the study, by conceptually aligning mathematics register proficiency toeach of the four dimensions: foundation, transformation, connection and contingency.Findings indicate pre-service mathematics teachers lack understanding of the significanceof the mathematics register and its role in mathematics teaching for elicitingmathematical understanding for students. There was evidence of over-reliance on theeveryday register and a lack of fluency with regards to the mathematics register inpractice. There is an exigent need for greater emphasis to be placed on developing preservicemathematics teachers’ mathematics register proficiency during initial teachereducation, not only to improve pre-service teachers’ own knowledge and understanding,but also their ability to facilitate mathematics register proficiency in their future students.
