Study Of Middle School Mathematics Teachers' Knowledge Development

In recent years, the research about teacher's knowledge is increasing. The people begin to concern three aspects of teacher's knowledge: What kind of knowledge should teacher have? What knowledge does teacher have currently? How does the teacher develop their knowledge? This paper is just research the third aspect above. Say in a specific way, the topic of this paper research is: The pedagogical knowledge development research of mathematics teacher of the high school. The main research contain two parts:1,To develop the teacher's knowledge .what do the different importance have with different source? 2, What is the difference between the youth teacher and the middle age, old-age teacher on the source importance of developing the teaching knowledge? Concerning the definition of teacher's teaching knowledge, combines the comprehension of the Shulman and American NCTM for teacher's knowledge, this paper comprehend it for the teaching material knowledge, organization and expression of content knowledge, knowledge of the teaching method. And the source made sure seven representative sources according to the result that the people had been studied. This paper collects the data with following methods: using the questionnaire form, attending a lecture and interviews. Then get the paper's research conclusion with the means of the fixed amount and qualitative analysis. The analysis of the fixed amount mainly aims at collecting data of questionnaire. Among them make use of the percent, average and contingency table x~2 test in statistics. The analysis of property is aim at collecting the data of attending a lecture and interviews. Discover finally, various source have the different importance on developing the pedagogical knowledge of teacher. Among them the teaching experience and introspect or usual communion between colleagues are the important source, other sources are less important. At the same time, the study find that the youth teacher has less difference between the middle age and old-age teacher on the source's importance of developing the pedagogical knowledge. Only individual shows the significant difference.