An Empirical Study On MPCK Development Of In-service High School Mathematics Teachers

At present, China is promoting the new curriculum reform, which is bound to put demands higher than ever on the specialization of mathematics teachers. More attention will be on in-service mathematics teachers’professional development in the field of education research as well. MPCK, as unique expertise of mathematics teachers, could be lacked even in a teacher erudite in Mathematics knowledge. Therefore, MPCK is a key factor affecting and reflecting teacher specialization. This study includes definition of MPCK, its comprising elements and source in in-service mathematics teachers, study into the situation and source of MPCK in teachers based on its multiple elements, discussion on the effects and functions of the four comprising elements on MPCK development so as to build a possible path of MPCK development, and a conclusion with suggestions for the MPCK development of Mathematics teachers.This study is based on a questionnaire for in-service senior high Mathematics teacher MPCK professional development, which is based on the literature and theories of PCK professional development at home and abroad. The questionnaire mainly explores: mathematics knowledge (MK), pedagogical knowledge (PK), content knowledge (CK), technical knowledge (TK) and their academic sources. This study is based on literature review, survey research, and comparative studies to investigate into the current status and source of MPCK in high school mathematics teachers.The questionnaire was compiled on the basis of literature analysis, discussion with supervisor and classmates and a test questionnaire. By means of a nationwide network platform, a wide extent of in-service high school mathematics teachers were invited to fill in the questionnaire online. It lasted2months and ended up with a total of94copies of valid answered questionnaires, which were analyzed via statistical software SPSS17.0.Through the analysis of gender, seniority and school differences of senior high mathematics teachers’MPCK knowledge, the following conclusions are drawn:MPCK in in-service high school mathematics teachers do not show significant gender, seniority differences or differences between schools. On different dimensions of MPCK, however, there are variations in terms of gender, seniority and schools for the MPCK status and sources. According to relevant analysis, there is a correlation positive correlation between MK, PK, CK and TK at deferent degrees in the teachers. Mathematics teachers’MK, PK, CK and TK have varying degrees of impact on MPCK development.Suggestions based on the research are as follows:emphasizing MK, PK development of novice mathematics teachers, strengthening educational training on mathematics teachers MPCK, and more attention on gender differences in the development of mathematics teachers MPCK. Comparative studies are to be conducted in the future. Both qualitative study on MPCK and individual case studies as in long-term research into individual teachers are directions to be explored.