ABSTRACT It is generally agreed that good subject knowledge is an important prerequisite for successful teaching. However, what constitutes good subject knowledge is debated, with multiple perspectives taken by policymakers, researchers and schools. This article reports on research into interpretations of ‘understanding mathematics in depth’ (UMID) of pre-service secondary mathematics teachers at an English university, some of whom had completed a Subject Knowledge Enhancement course prior to their teacher training programme. Qualitative data were drawn from semi-structured interviews with the teachers, and an in-depth case study of one of the sample. Analysis of data revealed that knowledge growth was located mostly within pedagogical content knowledge. UMID was articulated as ‘knowing why’ and ‘being able to communicate’. Additionally, non-elicited themes emerged, relating to the way in which teachers’ knowledge develops. Findings highlight relevant messages for policy and practice regarding the integration of subject matter knowledge and pedagogical content knowledge.

中文翻译：

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教学内容知识的增长和“对数学的深入理解”：职前教师的构想

摘要人们普遍认为，良好的学科知识是成功教学的重要先决条件。但是，关于良好的学科知识构成问题，政策制定者，研究人员和学校采取了多种观点。本文报道了对英语大学职前中学数学老师的“深入理解数学”（UMID）解释的研究，其中一些人在接受教师培训之前已经完成了主题知识增强课程。定性数据来自对教师的半结构化访谈，并对其中一个样本进行了深入的案例研究。对数据的分析表明，知识的增长主要位于教学内容知识之内。UMID被明确表示为“知道为什么”和“能够交流”。此外，出现了与教师知识发展方式有关的非引诱性主题。调查结果突出了有关主题知识和教学内容知识整合的政策和实践相关信息。