Investigation On Middle School Mathematics Teacher Origin And Status Of The Core Disciplines Of Knowledge

Teachers’ subject knowledge is the core part of teacher’s professional accomplishment, is also one of the key to improving the quality of classroom teaching. The teachers’ understanding of subject core knowledge is the embodiment of the teachers’ subject knowledge is the most important. Pre-service teachers, especially in recent years full-time master of education, vigorously develop their training is the current domestic very concern in education in teachers colleges. Then their subject status and knowledge source? Based on this purpose, this study through the questionnaire survey and the interview method of combining the investigated two full-time master of education of normal university discipline knowledge, get the following results:Pre-service mathematics teacher’s discipline knowledge source, is the most important source of experience gained by the middle school, and college and graduate courses and reading professional books is the main source, and the least important source is the daily communication with your classmates and expert lectures seminars arranged by school. Pre-service mathematics teachers believe that discipline knowledge does not reach the designated position on the one hand, is their own reasons, and on the other hand is a school curriculum.This study selected function, derivative, conic, probability of four aspects as the subject of core knowledge study has the following three reasons. First from the perspective of the history of mathematics is chosen in mathematics with a turning point in the process of the development of the four content; Second that runs through the middle school mathematics content of the main line, is the core content of middle school mathematics; Third, the four sorts of content through the pre-service teachers of mathematics learning.Pre-service mathematics teacher’s discipline knowledge status in various intellectual content as follows:pre-service mathematics teachers not to the development of functional concepts, understanding of the concept of function most still in secondary school, and there are some wrong understanding, such as can not distinguish between mapping and function very well; Pre-service mathematics teachers’ understanding of the derivative is relatively good, but the curve is tangent to the wrong understanding of, think that should be on the same side of the curve tangent; Pre-service mathematics teachers’understanding of the curves and equations to stay on the surface, no knowledge internalization, ignoring important condition in ellipse defined; Pre-service mathematics teachers’ understanding of the probability is very bad, not clear with frequency stability value estimate what is the approximation theory of probability, and the thought of error probability is frequency limit value.According to the investigation and the conclusions of this study, on the one hand, on the mathematics education in the course of normal universities should pay attention to, and high school mathematics when arranging experts lecture should arrange some middle school experts to give more pre-service teachers give a lecture or middle school outstanding teachers into the university classroom. Pre-service teachers themselves, on the other hand, should also be free to think how to improve their knowledge as well as the university mathematics and school mathematics link, as far as possible much and classmates and teacher exchanges.