在教师专业学习文献的挑战当中, 即如这些已普遍在关于知识库方面的谈话中说明,而教师们可以借鉴这知识库来改良他们的教学.特别是在数学教育文献中,「对倾向于改革的教师来说,要致力于学习和再学习如何教数学,最大挑战已导致他们将大量精力集中在解决维持努力的问题上」.[4,316页] 特别是,如果以改革为基础的数学是被视为可行的“数学教学”,教师如何开发认为有必要相结合的程序和概念数学知识,就牵涉到大量的工作.教师构建“数学教学”的发展,在特定教学方面,有促进数学理解的潜力[6].事实上,最近的研究[7]表明,教师的学科教学知识对学生的学习起了重大的积极影响.当前主导构建小学教师的数学知识的是是传统的高等数学和教学方法的混合体,一种教师们或学生们都不能受用的混合体[8].
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原文是摘自《Uncertainty and the Reform of Elementary Math Education》一文,原文如下：
Within the teacher professional learning literature challenges such as these have generally been described in terms of the conversations about the knowledge bases that teachers can draw on in order to improve their instruction. Specifically in the mathematics education literature, “the great challenges posed to reform-oriented teachers have led to much energy being focused on the problem of supporting them in their efforts to learn and relearn how to teach mathematics” [4, page 316]. In particular, much work has gone into how teachers can develop the combination of procedural and conceptual mathematical knowledge considered necessary if reform-based mathematics is to be seen as a credible “mathematics for teaching” [5]. The development of a teacher constructed “mathematics for teaching” has the potential to generate understandings of mathematics that are context specific to teaching [6]. Indeed, recent research [7] suggests that teachers’ pedagogical content knowledge had a substantive positive effect on student learning. The current, predominant, construct of elementary teachers’ mathematical knowledge is a hybrid of traditional higher mathematics and instructional methodology, a hybrid that has not served teachers, or students, well [8].