The organization of the initial training of mathematics teachers is different in different countries and even in different universities in the same country. Live basically two models. One in which the mathematics knowledge and didactics training are separate; on the other , there is an integration of these two knowledge throughout the training , what model is used in your country / college?
Hi Luis,
I have been completing some research on the teaching of mathematics education - links to the articles / conference presentations are provided below.
Regards, Kevin.
Larkin, K. (2014). Restructuring a pre-service teacher mathematics education course to develop Mathematics Content Knowledge (MCK) and Mathematics Pedagogical Content Knowledge (MPCK). Paper presented at STEM 2014: STEM Education and our Planet: Making Connections Across Contexts, Vancouver, (July 12 - 15). Acknowledged as Best Paper Award at this conference.
Larkin, K. & Jamieson-Proctor, R. (2015). Using Transactional Distance Theory to redesign an Online Mathematics Education Course for Pre-Service Primary Teachers. Mathematics Teacher Education and Development 17(1) p. 44-61. Online First. http://www.merga.net.au/ojs/index.php/mted/article/view/193
The separation of subject content and didactics, wherein content is offered by a sister Faculty and department whereas methodology is taught in the Faculty of Education is the dominant model. However,the infusion model, where content is taught together with the methodology is slowly gaining ground.
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