Abstract Special education and mathematics education are becoming increasingly intertwined in inclusive classrooms. However, research and practice in these two fields are not always aligned. We discuss, in the context of extant research on pedagogical theory, concepts of access, and the findings of an exploratory study, how these two education sub-fields view teacher expertise. Teacher educators (from math and special education) were asked to rank the importance of different types of expertise for effectively posing purposeful mathematical questions. The groups differed significantly in their rankings of the importance of knowing individual students and general teaching experience. There were also notable differences between the groups’ rankings of the importance of knowing the needs of students with disabilities and mathematical content knowledge. The possible reasons for this are discussed, along with suggestions for improving professional collaboration.

中文翻译：

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教师需要什么？数学和特殊教育教师教育工作者对基本教师知识和经验的看法

摘要 特殊教育和数学教育在包容性课堂中越来越交织在一起。然而，这两个领域的研究和实践并不总是一致的。我们在现有的教学理论、访问概念和探索性研究结果的研究背景下，讨论这两个教育子领域如何看待教师专业知识。教师教育工作者（来自数学和特殊教育）被要求对不同类型的专业知识对有效提出有目的的数学问题的重要性进行排名。各组在了解个别学生和一般教学经验的重要性的排名方面存在显着差异。在了解残疾学生的需求和数学内容知识的重要性方面，各组的排名也存在显着差异。