A Research On Construction Of The Mathematics Teachers’Knowledge Of Educational Technology Based On TPMK

With the emerging of the concept of deep integration of information technology andeducation, it is urgent to seek a much more efficient way to integrate the informationtechnology to subject teaching deeply, to seek a method to change the education systemstructurally. This has been an inevitable important issue in the field of educational technology.However, it is much more meaningful to integrate the information technology to specificsubject of the basic education deeply. This kind of problem is necessary to be studied becauseit has important theoretical value and practical value as well.Based on the above research background, as a subtopics of my supervisor’s project whichis supported by the Specialized Research Fund for the Doctoral Program of Higher Education,this research focuses on the subject-oriented knowledge system of the mathematics teachers’educational technology. The starting point of this study is to find a way to integrateeducational technology to mathematics courses deeply. Based on the TPACK theory, from thepoint view of constructing a new mathematics teacher’ knowledge structure and improvingthe subject-oriented knowledge system of the mathematics teachers’ educational technology,we carry out theoretical and empirical research. Our main research results are as follows:Firstly, construct a knowledge structure of the mathematics teachers’ educationaltechnology——TPMK.Based on the TPACK theory, we provide a viewpoint that under the information-basedteaching environment the subject-oriented educational technology should be included in theteachers’ knowledge structure. Therefore, we construct a knowledge structure of themathematics teachers’ educational technology——TPMK.Secondly, build up a knowledge system for mathematics teachers’ educational technology.By researching on integration of the knowledge of technology and the related knowledgeof mathematics, we propose that the technology can support multiple representation ofmathematical knowledge, and that the integration of the knowledge of technology to theknowledge of mathematics teaching can stimulate the development of students’ cognitivestructure. Furthermore, we build up a research frame for the relationship between the elementsof the educational technology of mathematics. We extract three main components for theknowledge of the educational technology of mathematics. That is: the knowledge of how touse technology to support the calculation in the field of number and algebra, the knowledge ofhow to use technology to support plotting and measurement in the field of graphics and space,and the knowledge of how to use technology to support calculation and plotting in the field ofProbability and Statistics. Ultimately, we build up a knowledge system for mathematicsteachers’ educational technology.Thirdly, design a test scale of knowledge level of mathematics teachers’ educationaltechnology.We design a test scale of knowledge level of mathematics teachers’ educationaltechnology. We first designed a version of test scale to test mathematics teachers from nineteen middle schools in Heilongjiang, Jilin and Liaoning provinces. Then by using SPSS toanalyze the test data, we obtain five core elements of the knowledge: overarching conception,cognition of students, strategy and characterization, curriculum and resources and evaluation.Then we develop a final version test scale with much more reliability and validity which iscomposed of thirty-eight test items.Fourthly, construct an influence model of the five core elements of the mathematicsteachers’ knowledge of educational technology.We construct an influence model of the five core elements of the mathematics teachers’knowledge of educational technology. We introduce the SEM (Structure Equation Modeling)method to analyze the influence model of the five core elements of the knowledge. We firstprovide an original model. Then, by using confirmatory factor analysis, path analysis andmultiple regression analysis, we evaluate the original model. According to the evaluationresults, we modify the original model. Eventually, we obtain a model with good fitted value.This means that we have justified the accuracy of the modified theoretical model. Theknowledge system of mathematics teachers’ educational technology constructed by us isreasonable.This research is a development of the subject-oriented knowledge system of educationaltechnology in the background of deep integration of information technology and education. Itis a very important part of the subject-oriented system of teachers’ educational technology. Itis a successful exploration on integrating the TPACK theory to specific subject. Meanwhile,the research approach and theoretical thinking are maybe helpful for researching on thesimilar topics for other specific subject. This research also provides theoretical and practicalsupports on how to measure the level of knowledge and how to formulation training strategy.