A Study On MPCK Development Of Primary Mathematics Teacher

In recent years, teachers’ MPCK attracts more and more attention. This paper is intended to explore primary school mathematics teachers’ MPCK development strategy and to address the following core problems:(1) what are the main sources of the primary school mathematics teacher MPCK?(2) which of these sources of mathematics knowledge (MK) makes the biggest contribution?(3) what are the sources that make the largest contribution to the general teaching knowledge (PK)?(4) what are the sources of knowledge that are most essential to mathematics study (CK)?(5) what are the sources making the largest contribution to the education technical knowledge (TK)?(6) how to promote the development of the new teacher MPCK?(7) How to promote the development of the old teacher MPCK?(8) how can primary and secondary school mathematics teachers design the specific class teaching and practice teaching, as well as communicate with students, so as to analyze teacher MPCK of this lesson.This research mainly adopts four kinds of research methods including literature research, questionnaire, interview and case analysis. Literature research:through the combing and analysis of domestic and foreign literature about MPCK, the author draws the meaning, composition and basic characteristics of MPCK, as well as the source of MPCK, and lays logical starting point for the research of this paper. Survey research:on the basis of analyzing the related literature, the source of the elementary school mathematics teacher MPCK questionnaire was compiled, for a few different types of schools of elementary school mathematics teacher questionnaire. Interview research:the interview outline was designed according to the literature review, and two experienced elementary school mathematics teachers and a key primary school mathematics group were interviewed. Case study research: record analysis of the number of primary school students in this class teaching lesson teacher quality video watching seminar.The main conclusions of this study:(1) the MK main sources:mathematical education of extra-curricular reading books, reading, professional development activities organized by schools for newly-employed teachers, teachers’own teaching experience and reflection.(2) the PK main sources: watch the video of classes by excellent primary and middle school math teachers, professional development activities organized by schools since teachers start their teaching career, teachers’ teaching experience and reflection.(3) CK main sources:organize the professional development of entry after the promotion activities, reading, teaching of primary and middle school mathematics education journals after their own teaching experience and reflection, mutual help between colleagues.(4) main sources:TK of extracurricular reading of works about mathematical education, reading, after the induction of primary and middle school mathematics education journals on campus to promote professional development activities of the organization.(7) on students’ learning difficulties to learn mainly from the teaching practice for students to understand the cognitive and feedback the information.(8) on the one hand, teaching methods can be learned through getting familiar with teaching material system and understanding of students’ current level and cognitive ability. Teachers then can accordingly design the teaching methods; On the other hand, teaching methods can be learned through newspapers and magazines or observing other teachers’classes.(9) Communication with colleagues on general is realized through public class as well as the public class evaluation, as well as daily communication about student personality and education method, etc.(10) the main source of teachers teaching knowledge on the one hand can be gained through the study, including reading books and newspapers, learning from predecessors. On the other hand, through teaching competitions, but the most important was the attitude of the teachers themselves.(11) with experienced teachers’help, organized lectures, evaluation and teaching competitions, teachers can be helped to promote the development of MPCK (12) group meeting, sharing and teaching reading salon of each grade, and backbone teacher special mini lectures play an important role in promoting the development of the old teacher MPCK.(13) teachers’ teaching content knowledge must be based on the knowledge acquired by students, and full understanding of students, so teachers must take MK as the major premise, and develop based on the importance of CK and the fusion of TK and PK. Teacher’s MPCK development is not balanced development of MK, PK, CK, TK, but on the important basis of CK, it is also the embodiment of the student-centered spirit of new curriculum reform.The innovation of this study:(1) the author compiled questionnaire composed of MK, PK, CK and TK.(2) Interviews were carried out about the experience of excellent teachers of mathematics in a key primary school and a concrete number group leaders, so the author has got very meaningful results to promote the development of teacher MPCK strategy.(3) through the analysis of teacher teaching video, it is concluded that the development of the teachers MPCK is not about the balanced development of MK, PK and CK, TK, but should take CK as the basis of all knowledge.(4) the combination of quantitative and qualitative analysis methods, and research from the surface layer to in-depth study, and thus to explore the development strategy of the elementary school mathematics teacher MPCK.