The Investigation And Research On High School Mathematics Teachers' Algorithmic Knowledge

In recent years,more and more researchers try to do the study on teacher′s knowledge. There is always concern about what kind of knowledge teachers should have. There are different understandings and interpretations for teacher′s knowledge, but it is generally agreed that subject knowledge should be the basis of teacher′s knowledge, which is one of the major components of technical knowledge needed to provide quality education. Algorithmic knowledge for the first time enters the high school as an independent chapter of the new curriculum.Then how well do high school mathematics teachers know about the algorithm of knowledge ? This is the issue of common concern in the new curriculum reform. This is also the objective of the study in this paper.In accordance with the objectives of the study,a self-devised survey is administered to the high school mathematics teachers in some areas in Jilin Province. This survey tool is devised based on the three dimensions which include algorithm history ,the concept and the characteristic of algorithm, algorithm flowchart statement (The abbreviation of algorithm program flowchart,the basic logical structure of algorithms and Basic algorithm statement).Research data results show that:1.The overall proficiency on three dimensions of knowledge of the high school mathematics teachers does not show promise. Even if the teachers who have taught the algorithm knowledge are not very high on average in all dimensions of knowledge on the algorithm.2.There is a significant difference on teacher′s algorithm knowledge of some teachers in the demographic variables.Among them,there is a significant difference between types of differences between schools and differences in seniority on the algorithm history ,the concepts and characteristics of algorithm ;there is a significant difference on seniority,job title and type of variables on school in algorithm flowchart statement.3.There are not significant differences in gender and education for teacher′s algorithmic knowledge.In the last part of paper, Seeing the situation that teacher grasp knowledge of the overall algorithm and the differences that exist as part of demographic variables on teachers, The author puts forward the proposition about how to develop teacher′s knowledge,in order to provide guidance of how to develop teacher′s knowledge for the teacher training institutions, schools and teachers.