The Research On High School Mathematics Teachers’ Conception And Teaching Behavior

Currently, The center of the teaching research and reform of mathematics istransferring to the teachers.In the teaching and learning activities, the teachers havealways played a very important role for the success or failure of the teaching.It hasalways taken the teachers as a teaching and research center. In the area of research onthe professional development of teachers, The study on teachers’ education beliefs hasgradually become an important issue. More and more people recognize that: Teachersneed the right education faith as guidelines for the effective teaching.In teachingactivities, teachers are guiders and managers,teachers holding what kind of educationfaith will directly affect them to take what kind of teaching behaviors, teaching modeand teaching management.In order to find a more effective teaching behavior,researchers gradually begin to focus on the education of mathematics teachers’teaching behavior.There are more and more research on the education of teachers’conception, But there is less research on the relationship between teachers’educational conception and their teaching practices.The main purpose of this study is to understand the current high school mathteachers’math conception, teaching behavior, and the relationship between them. Thisstudy takes qualitative research method,quantified as the auxiliary method,.Selectinga group of math teachers of two high school as an object of study.First,I investgatedwhat mathematical conception held by mathematics teachers.Then classify theconception basing on Ernest’s research on mathematical conception.I find theconception of mathematics teachers mostly are Problem-solving conception andPlatonism conception.Then I selected six representatively teachers to do case studies,understanding their mathematical conception through specificly interviews andunderstanding their teaching behavior by observing their classroom teaching.The results of this study show that: there is difference in mathematical conceptionheld by the mathematics teachers, and teachers holding different mathematicalconception have differently teaching behaviors. The teachers’ mathematicalconception affects their teaching behaviors. But some teachers’ mathematicsconception and teaching behaviors are consistent, while others are inconsistent,thismeans that the relationship between mathematical conception and teaching behavior isinfluenced by a number of factors. According to the data from the questionnaire，thereare two mathematical conception that selected from mathematics teachers of gradeone in two high schools，the Problem solving conception and Platonism conception.This paper discusses a case that further verified from case teachers’ three types ofmathematical conception that mathematics teachers hold different mathematicalconception，and there will be different instructional designs and modes. Teacher JZ1，Teacher JL3， Teacher EC1and Teacher EB3who hold the Problem solvingconception take students-centered instructional mode，and emphasize that teachersshould promote students the capability of raising and solving the question. Teachershould promote students’ learning in teaching as well. However，Teacher JM2whohold the Platonism conception takes the content as the center and emphasize student’s understanding of the concept. Teacher should play a part in explanation in teaching aswell. The teaching activities of these five teachers coincide with their mathematicalconception，but Teacher JM2who hold the Platonism conception is inconsistent. Hiseducational purpose is to do exercise and score in the exam. It is typical teachingactivity that seeking only teaching performance.