Teaching mathematics doesn't need much professional knowledge. Students can do problems only by imparting relevant mathematical knowledge to them. As for whether you can take up the teaching work, it depends on whether you can teach or not. It can be said that as long as you can do the corresponding math problems and have basic experience in classroom management, you can be considered competent in math teaching.
Teaching mathematics requires looking at mathematics outside of mathematics. Mathematics is only a medium for cultivating students, and teachers and students need to "domesticate" each other. Teachers and students weave with mathematical knowledge (texts), and teachers and students experience together. Teaching mathematics needs the support of professional knowledge such as pedagogy and psychology, and at least needs to think and practice from the following three aspects:
1. What is mathematics? This involves how to correctly interpret mathematics and how to grasp the subject essence of mathematics. In short, it belongs to the subject view.
2. What to teach students? What development can students get through mathematics education? Fundamentally speaking, this is a question of educational outlook.
3. How to use mathematics to teach? This involves the skills and art of education,
Teaching mathematics needs to update educational concepts, grasp educational objectives and tasks in time, and adjust their own teaching. For example, the current key core literacy teaching is a subject teaching requirement under the educational goal of "educating people with moral education". Teaching mathematics needs to practice the teaching that points to the core quality of mathematics and implement the educational goal under the new situation.
Teaching mathematics is more likely to fall into scripted teaching; Using mathematics teaching embodies the creative use of teaching materials, highlights the curriculum consciousness, and is more in line with the requirements of curriculum reform in the new period.
Today, with the advancement of curriculum reform, knowledge group teaching and big concept teaching are flying from "Xie Wang Tang Qianyan" to "ordinary people's homes". These new teaching concepts emphasize grasping the characteristics of the subject from a macro perspective, understanding the knowledge system, following the cognitive law and being far-sighted, so as to lay the foundation for students' sustainable development in the future. It can be said that using mathematics teaching is also the implementation of the new teaching reform concept.
Strike hard while the iron is hot. Teaching mathematics is more in the novice stage, and teaching with mathematics is a sign that the professional level of mathematics has reached the expert level. Expert teachers are already familiar with subject knowledge, can flexibly extract important contents from their own knowledge without any effort, and can identify information features and patterns that novices can't notice. Novice teachers tend to memorize, solve and practice, while expert teachers pay attention to the understanding and correlation of knowledge and the exploration and induction of methods. From novice to expert, it needs a long-term training process, and it needs continuous exploration and research in subject teaching to gradually improve their professional ability.
After forgetting mathematics, what mathematics can leave to students may be the biggest difference between "teaching mathematics" and "teaching with mathematics".