Development Of Mathematics Teachers' Professional Knowledge

The setting up of general math's optional series in high school is one major feature of the curricular reform this time. Facing up with new courses, especially the challenge of optional series, how teachers improve their qualities in their major is the urgent problem to solve. This thesis aims at the math teachers teaching the new courses. Firstly, it defines the meaning of the development of math teachers under the new-course context; and then it, by means of questionnaire and interview, investigates present math teachers', in-service teachers'and pre-service teachers'development in their major as well as whether they have grasped the new courses especially the optional series; and based on this, it does experimental studies of in-service teachers and pre-service teachers , expecting to construct a way of developing specialized math teachers under the new-course context. The body of this thesis can be divided into five parts:The first part is the study of teachers'knowledge structure. This part introduces the general development of teachers'knowledge structure both at home and abroad, and meanwhile the meaning of the development of teachers'knowledge in their major.The second part is the definition of the meaning of development of math teachers'knowledge in their major under the new-course context bases on the previous studies. Later, it demonstrates the structure of the basic knowledge that math teachers should have, puts forward the factors that influence teachers'development, as well as shows the effects that teachers'knowledge structure has on the performance of the new courses in high school.The third is the investigation and analysis of the present situation. By means of questionnaire, It investigates the in-service teachers and pre-service teachers in high school in Guizhou province to get an idea of the extent to which the present math teachers understand the new courses to be performed. Also, it theoretically analyzes the concepts, practice, supporting conditions, teachers'knowledge structure, and way of the development of majors.The fourth is to analyze the math's optional series in high school on the basis of the result of the questionnaire, and thus to get the new requirements of the optional series towards math teachers.The last part is to optimize the experimental studies in the math teachers'knowledge structure, and to indicate the way of promoting the development of teachers'knowledge.In the end of this thesis, the author discusses and looks forward to the problems in the studies, putting forward some problems for the future investigation.