**本篇英国essay代写-How a knowledge base for the practice说明了数学老师对自己的行为的结果如何构建数学教师教育实践的知识库。强调数学教师教育的实践，被重新定义为“开展”数学教师准备工作。作为数学老师似乎很容易计算和说明的任务，但实际上，要求老师对数学和教学都有很大的了解。本篇essay代写由51due****代写平台整理，供大家参考阅读。**

This article illustrates how a knowledge base for the practice of mathematics teacher education is built up as a result of the mathematics teacher’s behavior for themselves. Emphasis is laid onto the practice of mathematics teacher education, which has been redefined as “carrying out” the work of preparing mathematics teachers. Being a mathematics teacher seems quite easy with the task of calculating and illustrating, but actually, it requires the teacher to have a large knowledge of both mathematic and teaching. Thus, the writer analyzed three articles and gave methods to improve the situation of the MTE’s practice. First of all on the preservice level, productive opportunities for students to learn mathematics should be attached importance and shaped as a result of the improvement of the pedagogical practices. And that there are also requirements on the aspects of eliciting student thinking and learning trajectories, these are elements that build up the body of the practice of MTE. What’s more, the process of turning a synthesis of four learning trajectories on number and operations into an accessible boundary object is an essential way for mathematics teachers to use to plan and enact instruction. However, for the MET who has devoted his life for mathematic, not only is math itself a fun existence, but the education of math is also an equation full of fun. (Bieda 2016)

I seized the chance to get in touch with a friend of my father, Dr. Li, who processes a doctor degree in math and is now working in a finance corporation. I learnt from the talk with him that he was extremely sensitive to numbers since he was very young. He was actually out of the concept of math, but he always try to calculate and construct a model for the things that happen around him. After getting access to a higher level of Math in the university of Cornell majoring math, he found himself deep indulged. He continued his learning in math until he reached doctor degree. He soon sensed his talent in finance as an extension of math; as a result he went easily onto his position in a finance corporation. Another case of the interview I conveyed was with my math teacher, Mrs. Gu, who is indeed a MET. For her, math is not an addictive subject until she encountered geometry. It was like a fantasy for her that she could spend a whole day on a geometry question and never felt boring or discontentment even she could not solve it. She went to the University of Melbourne in the major of math. She said she just cannot give up the pleasure of solving math problems so that she chose to be a MET in order to focus on her hobby. For those two people, math is more like a hobby than a subject; it is already a part of their life.

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