For years, it has been assumed that teachers,( 26 ) math teachers,need to master the content they intend to teach. And the best way to do this is to take courses( 27 )that content. Yet in a paper published today in the journal Science , Dr. Brent Davis of the University of Calgary says research does not support this ( 28 )belief. There is little evidence that advanced courses in mathematics( 29 ) to more effective teaching. “ You know that feeling, when you try to explain to a child how to add numbers, and you realize that it has become so obvious and ( 30 ) that you wondered why it ever seemed difficult?” asks Davis. “That's what you want to be an ( 31 ) , and that's what you want to guard against to be an effective teacher. With years of practice and experience, it's easy to forget the difficulty ( 32 ) for new teachers in coming to an understanding.” In his paper, Dr. Davis argues that while recent studies stress the importance of teachers’ explicit knowledge of mathematics course content, it is equally valuable for math teachers to be ( 33 ) with the less clear knowledge ( 34 ) in mathematics as well. The challenge is to find a way to identify that knowledge. He believes if teachers are able to develop a deeper understanding of mathematics with their students, however, it may ( 35 ) students' frustration in later coursework and prepare them to contribute within a knowledge-based economy. 注意 : 此部分试题请在答题卡 2 上作答。 A) sensible I) contribute B) specifically J)involved C) rooted K) beyond D) expert L) inherent E) common M) satisfied F) about N) prevent G) comfortable O) prove H) outsider