A Case Study Of Mathematics Pedagogical Content Knowledge Of Kindergarten Teachers

The mid-1980s, the U.S. Professor Shulman put forward the concept of pedagogical content knowledge (called PCK for short). PCK is that a teacher in the face of a specific discipline topic, how students with different interests, abilities and background, subject matter knowledge organization, adjusting and presenting to the knowledge of effective teaching. PCK is the kernel of teachers’ knowledge system. The nature of PCK of teachers is that translate their academic knowledge into the students’ knowledge, emphasizing its transformative. Kindergarten mathematics education is so that children learn to think mathematically, experience the specific application of mathematics in everyday life, train the abstract thinking ability of young children and promote early childhood development of logical thinking ability. The task of the kindergarten mathematics education is borne primarily by kindergarten teachers. Pedagogical content knowledge (PCK) provide a new perspective not only for the specialized growth of early childhood teachers, became the core of effective teaching about preschool teachers and mathematics teaching of kindergarten teachers requires PCK, children’s learning also requires preschool teachers to have good PCK. The mathematics PCK of kindergarten teachers is the kindergarten teachers in the face of the kindergarten math teaching activities for children’s different interests, abilities and experience of the kindergarten teachers know mathematics knowledge organization, adjust and present, is passed to the children to knowledge of effective mathematics teaching. Therefore, concerned with kindergarten teachers’ mathematics pedagogical content knowledge (PCK) is extremely important. This study consists of five parts:The first part:study the origin of the research questions, define the core concepts, explain the purpose and significance.Part Ⅱ:Summary theoretical and empirical related research of PCK at home and abroad, understand the theoretical research on PCK structure, properties, sources and on empirical research in various disciplines of PCK, and on this basis to find that China has lack of PCK research.Part Ⅲ:make research design, expound research ideas train of thought and content, select and determine the object of study, research methods for this topic.Part Ⅳ:Use a case study, text analysis, classroom observation and interviews, study mathematical content knowledge, mathematics teaching strategies knowledge, knowledge about children and mathematics teaching situation knowledge of mathematics PCK of kindergarten teachers, study the status of the four dimensions and study influence factors of kindergarten teachers in mathematics PCK passing the specific performance-depth interview.Part Ⅴ:According to the findings of the study and analysis, put forward to corresponding countermeasures and suggestions.Part Ⅵ:present the lack of research and reflection.