The Research About MPCK Of The Pre-teacher From Local Universities

When it is1986, Shulman (1987) defined the conception of pedagogical contentknowledge. He recognized PCK is an acknowledge to the importance of the transformation ofsubject matter knowledge perse into subject matter knowledge for teaching, and it isconsidered as the core part of the teacher’s knowledge. This study mainly wants to resolvetwo problems:(1)what is the performance of pre-service mathematics teacher’s PCK in localnormal universities?(2)what is the sources of pre-service mathematics teacher’s PCK in localnormal universities?Based on the two dominant ingredients of PCK by Shulman, this study thoughts thatthere are three components in MPCK:(1)knowledge of math;(2)knowledge of studentcognitive;(3)knowledge of instructional strategies and representations.This paper uses the method of questionnaire, chooses senior pre-teacher major inmathematic as research subject. The specific thesis, the concept and operation of number, asexample is used to study the components and sources of MPCK. The conclusions are showedas follows:(1)Knowledge of Mathematics: The pre-teacher do good at some concepts but someconcepts they do not do well.(2)Knowledge of student cognitive: The pre-teacher can predict students’ difficulties andpossible misunderstandings to some extent.But they mainly based on the speculation of thelearning experience in their own school mathematics.(3)Knowledge of instructional strategies and representations: Their performance is notgood, usually use only one representation to the topic, and can’t give correct model orexplanation for some laws.(3)Among all sources that the pre-teacher develop their MPCK, the degree of importanceis in turn “pre-service learning experience”,“teaching practice”,“informal exchanges withteachers and classmates”,“own teaching experience and reflection”.According to the upper conclusions, this paper propose five suggestions for developing the PCK of the pre-teacher major in mathematics of local normal universities:(1)Enhance themathematic pre-teacher’s understanding of basic concept in primary and secondary schoolmath;(2)Strengthen the mathematic pre-teacher’s understanding of mathematical algorithmsin primary and secondary school math;(3)Create more practice opportunities for them;(4)Used the massive information in the Internet to enhance their teaching knowledge;(5)Enhance the practicality of the mathematics teaching theory to primary and secondary schoolmathematics teaching.