Empirical Research On Mathematical Knowledge For Teaching Of The Elementary School Mathematic Teachers

An important representative research of teachers’ knowledge is an American scholar Shulman put forward the pedagogical content knowledge, Referred to PCK(Pedagogical Content Knowledge). But this theory of knowledge for teaching insufficient attention, and the lack of empirical research support. American mathematician Bass and mathematics educator Ball and others from the practice, proposed a mathematical knowledge for teaching, referred MKT.In this study, Select the mathematics teacher in primary school for the study, Based on the Ball study of mathematical knowledge for teaching structural interpretation, comprehensive Pang Yali, Huang Xingfeng, Huang zehe and others studies,order to elementary school mathematics content part of the "number" as the carrier, formed elementary mathematics knowledge for teaching test volume. Measuring the parts of sichuan province elementary school mathematics teachers’ current MKT and to analyze it.First in Qingyang District, 30 teachers of two elementary school have been performed pretest. According to the results of the pretest and subjects were interviewed, Improved test volumes; then according to the city taxonomy selected developed economy, the capital city of Chengdu main city(Qingyang District, Jinjiang) and the suburbs of Chengdu Longquan District, three economy centered prefecture-level cities(Emeishan City, Ya’an Panzhihua City) and underdeveloped Liangshan Yi Autonomous Prefecture of Xichang City, Covering the six primary areas 102 schools, 320 outstanding elementary school mathematics teachers were selected for the formally tested, were received 300 valid papers. Using SPSS software for data analysis, reliability coefficient of the papers is 0.68,meet the the range of credibility(0.6-0.8), while, ask the experts of university teachers, research staff and frontline teachers are on the content validity of the papers has been certified.This study shows that:(1) MKT overall level of service elementary mathematics teachers is not optimistic. Teacher knowledge can be divided into subject matter knowledge(CCK, SCK, HCK), and pedagogical content knowledge(KCT, KCS, KCC). except common content knowledge(CCK) on the outstanding performance, xcept common content knowledge(CCK) on the outstanding performance,the rest were more limited, knowledge of content and teaching(KCT) particularly weak. which Subject Matter Knowledge is significantly higher than the level of Pedagogical Content Knowledge.(2) From the regional differences of MKT view, the main city of Chengdu(Qingyang District, Jinjiang), the suburbs of Chengdu Longquan District Emeishan, Ya’an City, Panzhihua City, Xichang City, between any two places, there MKT were significant differences. Main city of Chengdu(Qingyang District and Jinjiang), Chengdu Longquan District suburbs, Emeishan City, Ya’an MKT were significantly higher than Xichang and Panzhihua.(3) The regional differences of each sub-category knowledge, the six regions were significant differences tested on subject matter knowledge and pedagogical content knowledge. Main city of Chengdu(Qingyang District and Jinjiang), Chengdu suburbs Longquan District, Emeishan City CCK, SCK, HCK, KCT, KCS, KCC scores were higher than in Panzhihua City, Ya’an City and Xichang City.Finally, according to the research findings, gives some suggestions for further research and mathematics teachers in-service elementary school.