A Comparative Study On The Pedagogical Content Knowledge Of The New Mathematics Teachers In Primary School Under Different Professional Background

With the progress of the society, education has received more and more attention from all aspects of society. Since 1980 s, countries in the world have conducted in-depth research on Teachers’ knowledge, and many researchers have put forward the knowledge structure of teachers. Since pedagogical content knowledge(PCK) has been put forward, it has been considered that PCK is the most important part of teacher knowledge, and it is the most effective knowledge of teaching.The main purpose of this study is to compare the differences and performance of PCK in primary school mathematics teachers under different professional backgrounds, and on this basis, it puts forward suggestions for teachers to improve their PCK.In this study, a case study was conducted in 6 primary school mathematics teachers in Shanghai city by classroom observation and interview. Through the case of two groups of mathematical background and the educational background of new teachers are detailed and in-depth comparison and analysis, summarizes the different professional backgrounds of the two kinds of teachers’ pedagogical content knowledge of the differences from the three aspects of PCK. In the aspect of subject knowledge, all teachers agree with the value of mathematics in cultivating people’s thinking ability and the application of mathematics in daily life. Teachers of mathematics professional background have more knowledge of mathematical ontology, mainly in the understanding of mathematical concepts and knowledge, the essence of the mathematics understanding is also more profound. Teachers of education professional background lack mathematical ontology knowledge, in addition, the understanding of mathematical is narrow, they same mathematics curriculum in primary and middle school as mathematics. In the aspect of knowledge about students, teachers of mathematics professional background due to the lack of relevant knowledge of psychology, teachers of mathematics professional background have less understanding about the general psychological characteristics of students, learning mode of students, the development level of thinking of students. In the aspect of grasping in student learning difficulties, two class teacher is not much difference, however, the three teachers in the students to analyze the causes of difficulties in education professional background more accurately grasp the causes of the difficulties students, and the three teachers professional background in mathematics only from the difficulty of the mathematics knowledge of to analyze the causes of the difficulties students. In the aspect of general pedagogical knowledge, both on mathematics education view of cognition, teaching goal formulation, the teaching method and the strategy selection, or questioning and evaluation and feedback, teachers of education professional background are more professional than teachers of mathematics professional background, teachers of mathematics professional background need to study and master the knowledge of it.Finally, according to the conclusions of the study, the further improvement of the PCK of the new mathematics teachers in primary schools with different professional background is put forward. In the training content, different professional background of teacher has different training content. Aiming at the problem of teachers’ insufficient knowledge, increase training courses, increase of higher mathematics, history of mathematics learning, enrich the teachers’ mathematics knowledge, and strengthen their understanding of the mathematical knowledge. In view of the problem of the shortage of knowledge and teaching knowledge of mathematics teachers, it should be carried out from the perspective of educational purpose, teaching materials, classroom organization and management, teaching methods and so on. In the training mode, the use of heterogeneous grouping in the form of centralized training. The normal professional background of mathematics teachers and professional background of teachers and other professional background of teacher division with a group, by analyzing and discussing the lesson from the views of other professional teachers’ background and make up for their lack of pedagogical content knowledge, improve their PCK. Finally, in the training of teachers, should be more please some of the outstanding performance in the context of different aspects of teaching, from the other aspects of the expansion of teachers’ understanding of mathematics education.