Based On The Mind Map Young High School Math Teachers Substantive Knowledge Of Probability And Statistics Study

In the teachers’ professional development occupies an important position in the substantive knowledge is being more and more concerned by scholars at home and abroad, compared with foreign research situation, the domestic study of substantive knowledge is relatively cold and cheerless. And teachers focus on substantive research is more a lack of knowledge. In this study, we propose in this paper, against the background of the research question: what kind of substantive knowledge high school math teacher?Before we solve the problem, we through the consult relevant substantive knowledge of the research literature at home and abroad, combining the characteristics of the high school mathematics sums up the substantive knowledge of three characteristics:(1) the individual subject to the substantive knowledge is teachers understand the depth of the;(2) substantive knowledge is the width of the individual subject to understand teachers;(3) the individual subject to the substantive knowledge is teachers structured degree. Due to the substantive knowledge is tacit, cannot be separated from the specific content as the research object, this paper chooses occupies an important position in high school mathematics knowledge of probability and statistics as knowledge carrier to study the nature. The young teachers is the cornerstone of teachers, so this paper research question into: high school youth mathematics teachers lack of substantive knowledge of probability and statistics? According to the features of substantive knowledge, from the three dimensions(the depth of understanding, understanding of width, structured degree) to review high school mathematics substantive knowledge of young teachers. Due to the substantive knowledge is tacit, according to the experience of the foreign evaluation of tacit knowledge, we chose to use mind mapping as a measurement tool.From the three dimensions of substantive knowledge of young teachers in high school mathematics to quantify grasp the situation of substantive knowledge of probability and statistics, resulting in high school mathematics young teachers level of substantive knowledge of probability and statistics. According to the assessment we mainly the following conclusions:(1) on the depth of understanding, the high school mathematics teachers can basically achieve level 2, 3; The gap between the teachers and teachers are small.(2) in the structured degree, most of the teachers to reach level 3;The teacher overall structured degree is not high, lack of overall understanding of probability and statistics.(3) on the width of the understanding, between teachers and teachers level span is large, most of the teachers on the width of the understanding can only achieve level 2, teachers’ knowledge of probability and statistics knowledge is not comprehensive. Can be seen from the conclusion of the high school mathematics teachers lack of substantive knowledge of probability and statistics, based on the fact that in this paper, in view of the depth of understanding, to understand the width and the degree of structured corresponding measures are put forward. Such as "secondary" by learning to deepen understanding of the concept of probability and statistics, through multiple tectonic mind map to strengthen the consolidation of probability and statistics knowledge structure, through widely with probability and statistics related knowledgecontent to increase the width of the teachers’ understanding of probability and statistics.