A Study On MKT Classroom Video Of Senior Middle School Mathematics Teachers

Ordinary High School Mathematics Curriculum Standards (Trial Edition) have promulgated for10years. We will sum up the experimental results and rethink the results in the future. We will also revise Ordinary High School Mathematics Curriculum Standards (Trial Edition). Some experts stated the changes in teaching method were overemphasized and the nature of mathematics was ignored in mathematics curriculum reforms. Researchers from abroad devote much attention to mathematics teachers’ knowledge, such as research in mathematical knowledge for teaching.Teachers put curriculum into practice. Teacher professionalization is the key factors in the curriculum reform. The success or failure of curriculum reform depends on teachers’professional quality. The curriculum implementation is affected by how teachers understand the curriculum. The new curriculum place greater demands on teachers’professional quality. The results of relative studies show that high school mathematics teachers’knowledge is the significant influential factor in the process of curriculum implementation. Mathematics teachers’knowledge influences teaching and learning. Mathematics teachers’knowledge affects teachers’presentation mathematical concepts, flexibility in responding to students’questions, teaching activities. How to promote high school mathematics teachers’knowledge development and teacher professionalization is a subject which needs to be explored in depth.Research in mathematical knowledge for teaching has attracted wide attention from the international community. Mathematical knowledge for teaching refers to the mathematical knowledge which teachers need in order to teach effectively mathematics. Subject matter knowledge and pedagogical content knowledge are integrated within one overarching category of mathematical knowledge for teaching. This refined teachers’ knowledge framework may help us deeply understand teachers’knowledge, teaching, learning. It is a lamp to teacher professionalization.Previous researches in mathematical knowledge for teaching have mostly used test to measure teachers. Although this method can understand teachers’knowledge, we can not know they how to use knowledge in the classroom and how different categories of mathematical knowledge for teaching to work.In this study, we investigate teachers’mathematical knowledge for teaching by analyzing videotapes. In order to describe teachers’mathematical knowledge for teaching, this study bases on classroom practice. The domestic studies in mathematical knowledge for teaching took pre-service teachers as research object. Researches in mathematical knowledge for teaching pay less attention to high school mathematics teachers. This study is intended to investigate high school mathematics teachers’ mathematical knowledge for teaching.This study selected four high school mathematics teachers’videotapes of classroom practice. Two teachers’videotapes won the prize. This study employs a qualitative method because this method allows for in-depth inquiry high school mathematics teachers’mathematical knowledge for teaching.The following conclusions can be found in the study:(1) high school mathematics teachers’mathematical knowledge for teaching is not optimistic.(2) high school mathematics teachers’common content knowledge is excellent. They know the material they teach and they can use terms and notation correctly.(3) high school mathematics teachers’knowledge of content and teaching is not optimistic.(4) The teachers of the prizes were not better than ordinary teachers in mathematical knowledge for teaching.Finally, in view of the above conclusions, we wish to make the following proposals: mathematics lectures evaluation should pay attention to high school mathematics teachers’knowledge, teacher training can use mathematical tasks to develop high school mathematics teachers’mathematical knowledge for teaching, high school mathematics teachers can use mathematical knowledge for teaching as a reflection framework, pre-service teacher curriculum should embody its educability.