The Construction And Practice Of Mathematics Pedagogical Content Knowledge

Along with the development of our country economy and science and technology, as well as the question of our country’s elementary education for a long time, a new round of curriculum reform has been cerried out in our country. The Deepening of the curriculum reform put forward higher request to mathematics teachers’ professional development. In the face of mathematics teaching practice under the new situation, development of mathematics teachers’ teaching knowledge appears particularly important. At the same time, research of the teachers of mathematics pedagogical content knowledge (MPCK) has also become one of the hot issues in the research of mathematics education.In this paper, combined with the teaching of junior middle school mathematics number and algebra module number and type, equation and inequality, by way of literature research, empirical approach to complete data collection, and on the basis of the data collection and analysis, after the study of novice teachers graduated from normal university is how to accumulate and develop its own knowledge of mathematics teaching, as well as a few years before they are in a lecture at the beginning of what mathematics discipline teaching mainly accumulated knowledge, and the mathematics teaching knowledge for their future development have what effect.Through the study found that, in a lecture at the beginning of the first five years, accumulation of novice teachers who have just graduated from normal university is one of the most specific teaching contents how to make statements, to present and explain, to make it easier for students to accept and understand the knowledge, the concrete manifestation for the novice teachers’ selection of teaching material, classroom discourse strategies, the design of the teaching activity ability has the very big enhancement, while the novice teachers MPCK get mainly depends on the teacher’s own teaching experience and reflection (including conventional teaching design in the work, after reflection on the teaching design optimization), communicate with colleagues, including regular work of the class study, the old teacher evaluation Suggestions), and the professional training, including teaching concept, teaching mode, teaching strategies and other experts lecture learning), in which regular teaching reflection (including teaching reflection, reflection and evaluation after listen to after), so as to optimize the teaching, most MPCK accumulation effect of novice teachers, is an effective way of rapid accumulation of MPCK novice teachers. Through research, it is suggested that normal university should be strengthened in the normal education to teacher training, strengthen the contact normal education and elementary education of primary and secondary schools, has the characteristics of normal professional courses, such as opening mathematics teaching design, primary and secondary school mathematics class standard, practical course of maths teaching.