Research On The Development Of Mathematics Teachers’ MC-TPACK In Network Learning Community

Technological Pedagogical and Content Knowledge(TPACK)is the knowledge base for teachers to carry out information subject teaching,which is also a significant part of the teacher’s professional development.The deep integration of mathematics culture,mathematics teaching and information technology was highlighted in the new round of mathematics curriculum reform.In the post-epidemic period,mathematics teachers from all over the country were recruited to construct the network learning community based on the network research seminar of history and pedagogy of mathematics(HPM)for mathematics teachers in junior high school.In one year,the mathematics teachers in network learning community carried out the network research of information lesson studies of mathematical culture,which were around the theme of 16 single lesson studies and 2 unit lesson studies in junior high school.It focused on four research stages including literature review and practice pilot study,theoretical construction and expert demonstration,lesson study and teacher assessment,macro analysis and narrative case study.The process of information lesson study of mathematical culture,the connotation of mathematics teachers’ TPACK from the perspective of mathematical culture(MC-TPACK),and other analytical frameworks were constructed.Three research questions were mainly discussed.(1)What were the changes of mathematics teachers’ MC-TPACK through network research?(2)What were the main factors to influence the mathematics teachers’ MC-TPACK in network research?(3)What were the development paths of mathematics teachers’ MC-TPACK in network research?The mixed researchs were adopted based on the research methods of questionnaire survey,in-depth interview,network-research observations and self-report.Fifty-five mathematics teachers were chosen as the main research objects and six typical teacher representatives among them were selected as the case study objects to carry out empirical studies on the changes,influencing factors and development path of the mathematics teachers’ MC-TPACK in network learning community.The findings were as follows.(1)Mathematics teachers’ MC-TPACK and its related knowledge had positively changed through network research,and the development level of mathematics teachers’ MC-TPACK was significantly improved before and after network research.(2)Two main factors to influence the mathematics teachers’ MC-TPACK in network research were the lesson teaching research factors including lesson analysis,design,teaching,evaluation and reflection,and context factors of network research containing self-directed learning,group study,collective communication and expert guidance.However,the teacher background factors including gender,teaching age,professional title and others had no significant influence on the development of mathematics teachers’ MC-TPACK for the moment.(3)There are three fundamental development paths of mathematics teachers’ MC-TPACK driven by the integration of mathematics culture,teaching of case study and application of information technology in network research.The development paths of MC-TPACK were different among the expert,mature and novice mathematics teachers.The study innovatively carried out the network research of information lesson studies of mathematical culture,conducted a one-year follow-up empirical research on the development of mathematics teachers’ MC-TPACK in network learning community,which systematically discussed the what,why and how to develop mathematics teachers’ MC-TPACK by integrating quantitative and qualitative research methods and focusing on theory and practice.It provided the lesson for teaching research to the deep integration of mathematics culture,mathematics teaching and information technology,furnished practical reference for the construction of the network learning community of mathematics teachers in the new era,and also provided some analytical frameworks and empirical support for the network research and professional development of mathematics teachers with Chinese characteristics from an international perspective.In the future,the network learning community should strengthen historical data mining to integrate mathematical culture,deepen lesson study to upgrade unit teaching,enhance the technology application to promote technology empowerment,optimize network research to boost teacher education from the perspective of mathematical culture.