A STUDY ON MODEL OF MATHEMATICAL KNOWLEDGE FOR TEACHING THE DERIVATIVE AND IMPLICATIONS TO DEVELOP PROFESSIONAL COMPETENCIES FOR PROSPECTIVE MATHEMATICS TEACHERS IN QUANG BINH UNIVERSITY

Abstract

Preparing prospective mathematics teachers with the appropriate mathematical knowledge necessary for their effective teaching is an important issue in mathematics teacher education. In Vietnam, until now there has been still a few studies on prospective mathematics teachers’ knowledge for teaching. In this study, we introduce and clarify the model of mathematical knowledge for teaching which was developed by Ball and colleagues from the University of Michigan. The paper also describes mathematical tasks that were designed to examine PMTs’ types of mathematical knowledge necessary for teaching the derivative. Participants of the study are 50 students studying at Quang Binh University (a fouryear program). Finally, implications for the professional learning of mathematics education students at Quang Binh University in particular and Vietnamese PMTs in general are also discussed.