Assessing and enhancing mathematical knowledge for teaching for pre-service mathematics teachers in Vietnamese teacher training institutions

DOI: 10.18173/2354-1075.2020-0088

Abstract

Especially in the current context of Vietnam's education, training teachers with sufficient knowledge, skills, and professional competencies is even more essential. In this study, we presented and clarified the model of Mathematical Knowledge for Teaching (MKT) developed by Ball and her colleagues (Ball, Thames & Phelps, 2008) [1]. From there, we proposed a process for developing and accessing these types of knowledge for future mathematics teachers in teacher training institutions