The Construction Of Mathematical Educational Theoretical Model

Since2005, Mishra and Koehler first proposed the concept of TPACK. The discussion about the integration of technical and subject knowledge, teaching method, has never stopped. TPACK has brought new vitality to teaching reform. Domestic and foreignresearchers around the framework TPACK put forward various discussions. In this paper, the research of mathematics teacher TPACK knowledge structure, we use the mathematics education measurement methods, analysis mathematics teacher TPACK structure, and analysis of students ’mathematical thinking each grade level, and then propose appropriate teaching methods to improve students’ mathematical thinking level. Do some researches around this new subject, we made the T-TPACK education framework.Based on mathematics teachers TPACK knowledge structure, the students’ mathematical thinking and teachers TPACK are linked through technology. Teachers use computers to enhance students’ mathematical thinking for achieving teaching objectives. Attempt to explain the link between the various structures of T-TPACK, as well as througheducational measurement method gradually improve the structure of the theory.In this paper, the main object of study for teachers and students. Teachers: the useof a questionnaire test, modeled on foreign teachers TPACK scale testing, design mathematics teachers TPACK questionnaire test, analysis of teachers’ TPACK. Student: mainly test the level of mathematical thinking of middle and high school students, through a questionnaire testing and pilot testing.This paper focuses on how teachers after accepting T-TPACK theory, application T-TPACK teaching theory to study the technology into subject knowledge and pedagogical knowledge. As well as the students the level of mathematical thinking in the teaching mode after accepting changes.This paper is divided into seven sections:Part I: Introduction the use of information technology in teaching background, inThe IT environment significance of T-TPACK structure.Part II: literature review, the major domestic and foreign research results for a comprehensive description of TPACK, Foreign literature review section will from PCK to T PACK complete revealed the entire process, the domestic part of the country focuses on the results of the study as well as for understanding the theory to describe TPACK.Part III: T-TPACK framework theory is mainly important elaborated, focusing on the relationship between T-TPACK theories of individual components, and under T-TPACK, analysis teacher’s TPACK knowledge structural and the level of students’ mathematical thinking.Part IV: According to the third part of the proposed program, through educational measurement, testing mathematics teachers TPACK knowledge structure, analyze the relationship between the constituent elements of mathematics teachers TPACK and knowledge structures, lack of stage TPACK structure.Part V: Analysis of the level of mathematical thinking in middle and high school students, provide valid data for the purpose of teaching in the T-TPACK model.Part VI: based on T-TPACK model, mathematics teachers designed teaching cases for teaching students to explore the level of mathematical thinking before and after thechange in the teaching mode, and TPACK knowledge structure of teachers in this educational model changes.Part VII: Based on the above experiments and tests, summarized the whole theory, and proposed insufficient innovation research, as well as future directions for improvement.