The Study On The Structure Of High School Mathematics Teachers'MPCK

The professional development of teachers becomes the new focus for researchers. In this progress, pedagogical content knowledge (referred to as PCK) serves as an integration of subject matter knowledge and pedagogical knowledge, which is the teacher's peculiar types of knowledge. Especially, as for the mathematics subject, Mathematics Pedagogical Content Knowledge (referred to as MPCK), as a mathematics teacher unique professional knowledge, plays an important role in the process of teaching. This paper mainly studied the structure of teachers'MPCK in high school presently, and the application of every component in structure in teaching.This study is based on the related literature at home and abroad, on one hand, through the questionnaire senior to know that high school mathematics teachers pedagogical content knowledge structure of the status quo; on the other hand, research would be going by observing in the classroom, interviewing after class, analyzing cases, in order to analyze five structural components of teacher's MPCK, which includes knowledge of mathematics contents, knowledge of mathematics teaching purpose and aim, knowledge of students understanding mathematics, knowledge of strategies for teaching mathematics and knowledge of mathematics context. From the comparative analysis, we found that teacher's MPCK can solve many problems in teaching, but the solution of these problems depends on the knowledge of each component of teachers' MPCK. Research revealed that high school mathematics teachers have ideal structure of MPCK at present and they are relatively clear to the direction of their effort, but it is difficult to put into practice. In addition, the components contained in MPCK which different teachers have are significant difference. The structure and contents of experienced teachers'MPCK are more rich and perfect than novice teachers in both knowledge of mathematics contents and knowledge of students understanding mathematics. Experienced teachers have more knowledge than novice teachers, meanwhile teaching experience can make teachers have more mathematics pedagogical content knowledge.Finally, according to the conclusions of this study, there are some useful suggestions to high school mathematics teachers to improve their MPCK. It mainly includes two aspects:(1) Teachers should attach importance to the accumulation of knowledge and experience and reflection in teaching, they can also through practice to enrich their own MPCK;(2) Teachers should pay attention to the communication between teachers, to learn from others modestly and make progress together...