A Study Of The Relationship Between Teachers’ Professional Knowledge And Teaching Ability Of Mathematics Teachers In High School

In the past few decades, the development of teachers’ professional knowledge hasbeen a focus in the field of education research, studies have shown that mathematicsteachers’ professional knowledge impact on the effect of practical classroom teaching andstudents’ learning. However, previous studies objects were mainly about for primary andsecondary mathematics teachers or pre-services mathematics teachers, few studies directlyreveals the relationship between professional knowledge and teaching ability of highschool mathematics teacher. However, the high school mathematics teachers are importantgroup, they play a more important role than other learning period of teachers because ofcollege entrance examination.Learning the relationship between teachers’ professional knowledge and teachingability of high school mathematics teachers, not only the needs of professional researchers,but also the needs of society. This paper focus on157mathematics teachers of6highschool of Jilin province, the research methods mainly use quantitative research methods,cooperate with interview methods, analysis of the relationship between professionalknowledge and teaching ability of mathematics teacher from static horizontal view anddynamic vertical view, respectively. First, using cross-sectional data to portray therelationship between teacher’s expertise and teaching ability of high school mathematicsteacher’s, then analysis the relationship between teacher’s expertise and teching ability invarious career phase of high school mathematics teacher, and conclude some rules ofteachers’ professional knowledge during teachers’ career development.Main content of full text as follows:First, the author defines the conception about teachers’ professional knowledge andteaching ability involved in this study in "Research Design" section, introduces how toformulate research tools and related data collection and processing, elaborates researchmethods and ideas of various sub-problems.Second, the reseach analyzes the current status of professional knowledge of highschool mathematics teachers. The results shows that the state of knowledge of differentteachers exists differences, the differences are mainly reflect in the knowledge ofmathematics and mathematics pedagogical content knowledge-especially about theknowledge of mathematics. High school teacher master the knowledge which needed forteaching mathematics by the large-mainly for high school mathematics knowledge, andmathematics pedagogical content knowledge. But there are somewhat inadequate about theknowledge of general pedagogical knowledge, high school mathematics teachers haveobvious flaw in some areas in professional knowledge at present. In addition, this chapteralso explains the reason of "teachers’ mathematics pedagogical content knowledge is notsustainable growth" and "working in different types of schools effects teachers’professional knowledge development". Then, after verified the evaluation method of teaching ability in the present isreasonable, the paper depicts the relevant relationship between high school mathematicsteachers’ professional knowledge and teaching ability using cross-sectional data, andelaborates how teachers’ professional knowledge influences high school mathematicsteachers’ teaching ability. The researcher found that: there is a significant correlationbetween high school mathematics teachers’ professional knowledge and teaching ability;the status of teachers’ professional knowledge effects high school mathematics teacher hasdiscrepancy; the development level of teaching ability of teachers is not balanced; therelationship of teachers’ professional knowledge and various teaching ability of highschool mathematics teachers exists differences.The paper also depicts the relationship of teachers’ professional knowledge andteaching ability in teachers’ various career stage from vertical, dynamical and developingview. The results show that the development stage of teachers’ teaching ability existsdifferences; the teachers’ professional knowledge in various stages of their career hasdifferent effection on teaching ability; the generation of teachers’ professional knowledgeexists their "critical period".Finally, based on the above results and conclusions, the researcher make somesuggestions about high school mathematics teacher education-including pre-service andin-service education, also summarizes inadequacies in this study. Finally, pointed outfuture research directions.