A Study About The Relationship Between The Teachers’ Mathematic Pedagogical Content Knowledge And Preschool Children’s Mathematics Learning

Since the 1980s, Pedagogical Content Knowledge has become a hot issue in the research of teacher education. Pedagogical Content Knowledge about early childhood teacher in China mainly focuses on the essence、structure、characteristics and the influencing factors, and so on. However, there has been no research aimed at the influence between the Pedagogical Content Knowledge of early childhood teacher and the development of children. Therefore, the study tries to preliminarily discuss the relationship about the MPCK of early childhood teacher and the learning of the children’s mathematic. To some degree, this study provides a new research angle about the Pedagogical Content Knowledge from early childhood teachers. Mathematical Pedagogical Content Knowledge (MPCK), which is integration for early childhood teachers about teaching. The organic integration knowledge includes three parts:knowledge of content(WHAT)、knowledge of children (WHO) and knowledge of pedagogical(HOW).The study selected 25 early childhood teachers from different kindergartens and 250 children, which every 10 children are from 1 class in Shanghai. The study surveyed teachers’ Mathematical Pedagogical Content Knowledge (MPCK) characteristics based on the video-cued PCK Questionnaire and children’s mathematical ability level based on the Test of Early Math Ability-Ⅲ (TEMA-Ⅲ). Then writer used SPSS to analyze the connection between the early childhood teachers’ MPCK and the children’s mathematical level by Kendall rank correlation analysis. Meanwhile, the writer mined the reasons that influenced early childhood teachers’MPCK and the correlation between teachers’MPCK level and the level of the children’ mathematic level based on the method of interview. At last, the writer put forward proposals which can improve early childhood teachers’MPCK. Details are as follows:1.Early childhood teachers’ MPCK scores of TOTAL, WHAT, WHO and HOW are at the middle level, which means early childhood teachers just had general or limited understandings of the components of MPCK. And the score of the knowledge of content (WHAT) is the lowest, while the knowledge of pedagogical (HOW) is the highest. At the same time, the correlation between the dimensions of WHAT、WHO、 HOW and the TOTAL respectively are:not significantly, significantly and dramatically.2. The score of preschool children in middle class stayed in the medium level and the difference was significant between children. Meanwhile, at the scores of counting、cardinal number the comparison of digital、the symbols of digital and the number operation, the score of counting is the highest and the score of the number operation is the lowest. Finally, the correlation between the five dimensions and the total are significant.3. The correlation between the TOTAL of the early childhood teachers’MPCK and the level of the children’s mathematic are significant. Even though the correlation between the level of the WHAT、WHO and the children’s mathematical level are not significant. The correlation between level of the HOW and the children’s mathematical level is significant.The research indicated that there is a certain degree of correlation between the early childhood teachers’MPCK and the level of the children’s mathematic. Therefore, in order to improve the level of the early childhood teachers’MPCK, which can further promote the children’s mathematic, the writer raised several suggestions that can enhance the level of teachers’ MPCK, such as, strengthening the theory knowledge in pre-service education, accumulating abundant working experience, participating in the training of the research in the field of mathematics actively, contacting and communicating with colleagues closely and regular independent reflection, and so on.