Study Of High School Mathematics Teachers’ Technological Pedagogical And Content Knowledge

In order to effectively integrate information technology and teaching,Punya Mishra andMatthew J. Keohler in Michigan State University first proposed Technological Pedagogicaland Content Knowledge (Technological Pedagogical and Content Knowledge, TPACK) in2005. TPACK reflects the relationship of dynamic blend of technical knowledge, concentknowledge and pedagogical knowledge in teachers’ knowledge system. Integrate informationtechnology into teachers’ professional knowledge, from the perspective of teachers’knowledge, in order to provide a new theoretical guidance to integrate technology withpedagogical.Sorting out relevant foreign articles about TPACK, This study found that the majority ofthe articles focuse on theoretical research, including understanding of TPACK, TPACKconstituent elements, and studies combined with specific subjects, especially mathematicsabout empirical research are very little. Therefore, this study reference Mishra, who adaptedthe questionnaire TPACK, and get a questionnaire of high school mathematics teachers’TPACK. The study uses the method of questionnaire survey and case study to surveymathematics teachers of three high schools in Dalian. Through analysing of the survey data,the case of the interviews, and two classroom lessons,this study gets the followingconclusions:(1)The composition of teachers TPACK: The core elements include technicalknowledge (TK), content knowledge (CK), pedagogical knowledge (PK); compositeelements include pedagogical content knowledge (PCK), Technological Content Knowledge(TCK) Technological Pedagogical Knowledge (TPK), Technological Pedagogical andContent Knowledge (TPACK).(2) In the three core elements of high school mathematics teachers, mathematics contentknowledge and pedagogical knowledge are better than technical knowledge,and arepositively correlated with these two variables seniority and job; high school mathematicsteachers are lack of technical knowledge. (3) In the high school mathematics teachers’ four composite elements, pedagogicalknowledge was significantly higher than several other elements.(4) Teachers are able to recognize the role of technology (especially the technical that godeep into mathematics) in teaching, but there exists the limitations of their recognizition.Due to the lack of technical operations, teachers lessly use technology in teaching.(5) High school math teachers lack knowledge of the history of mathematics andmathematical thinking method knowledge,they put a high value on teaching mathematicscontent knowledge, are able to note the cultivation of students ’abilities, but lack trainingof students’ mathematical thinking methods.(6)Varying degrees and different elements of knowledge affects teachers’ teachingbehavior. Seven knowledge elements in TPACK are not obviously distincted in practice as intheory.