Case Study On Situation Of Mathematical Knowledge For Teaching Of The Junior High School Teachers

Teachers’knowledge has recently become a hot topic. American Ball team basis Shulman etal study, from teaching practice needs, using qualitative and quantization combination of methods proposed for the teaching of mathematical knowledge (mathematical knowledge for teaching, referred MKT) classification.At present, most of the existing research is a former high school math teacher and focus on functional performance levels of MKT and development for junior middle school mathematics teachers MKT study more scarce.Most previous studies on MKT use of quantitative methods, this method is able to detect the existing mathematical knowledge of teachers. However, the results need further help teachers to improve the teaching suggestion.In addition, the construct validity of the test volume usually do not test. Content validity test volume can be detected by its experts, and construct validity of the test volume, requires the use of item response theory, its more difficult, are not tested.And the test was not performed in the actual teaching situation, which can not face classroom teachers understand how to use mathematical knowledge.In this study, junior high school mathematics teacher for the study, the use of video analysis and interview methods, case studies. Combined MKT framework Ball team proposed, the author based on our current teaching practice, for each sub-category features MKT were refined, and with its four classroom teachers qualitative analysis explores the junior high school mathematics classroom teaching MKT performance, as well as differences in outstanding teachers and regular teachers for the teaching of mathematical knowledge.Research results are as follows:(1) MKT overall level of junior high school mathematics teacher in-service is not optimistic;From the point of view of each sub-category,They (KCT) performed better knowledge of the content and teaching, but in the specialized content knowledge (SCK) and content and students’ knowledge (KCS) is more lack knowledge in math (HCK) weakest. (2) Excellent teachers MKT significantly higher than ordinary teacherJunior high school mathematics teacher and the presence of outstanding ordinary junior middle school mathematics teachers MKT level significant differences, mainly reflected in the SCK, HCK, KCS three sub-categories.For SCK, the outstanding teachers can guide students to actively construct reveal properties, hidden behind the concept mining method, the flexibility to use different methods to mathematically explain, explain unconventional problem correctly;However, the general mathematical concept Teachers can not accurately diagnose the source of the error and the nature of the student, can not effectively explain the core.For HCK, the outstanding teachers will be able to learn the entire mathematical knowledge and knowledge systems linked together; regular teachers only limited contact this chapter knowledge.For KCS, the outstanding teachers can accurately predict students’ ideas, general lack of teachers to students to fully grasp the error.No significant difference to teaching students on teaching specific content knowledge of mathematics knowledge and mathematics teachers and outstanding ordinary mathematics teacher,For the CCK, the outstanding teachers and ordinary teachers can not accurately use mathematical language; for KCT, they are borrowed life situations, examples from students interested in starting to expand the concept of the nature of the inquiry, so that students can from life point of view to understand mathematics, and are from the student’s point of departure fallibility design examples.According to research findings, some suggestions for serving mathematics teachers become expert, And gives further research questions.