Investigation And Research On TPACK Status Of Primary School Mathematics Teachers

Technological Pedagogical and Content Knowledge(TPACK)is an indispensable theoretical framework for educators to integrate technology with their own teaching,which is greatly important for teachers.At present,there are three main aspects of domestic research on TPACK.The first is the research on measurement of TPACK.The second is the research on development of TPACK and teachers.The third is the research on TPACK and teaching.This study is about the measurement and research on TPACK.Measurement of teachers' TPACK level is helpful for mathematics teachers in primary schools to learn and understand the framework of TPACK.At the same time,it can provide important reference for mathematics teachers in primary schools to develop TPACK and it can be used as a basis to adjust and supplement TPACK developed by the current mathematics teachers in primary schools.The mathematics teachers in five primary schools in Yantai City are taken as the object of the research.This paper makes an investigation and analysis on the TPACK status of five primary school mathematics teachers in Yantai.According to the related domestic and foreign documents about TPACK,the Schmidt questionnaire was taken as the foundation.Combining with K-12 online teacher questionnaire,questionnaire compiled by Zhan Yi and the M-TPACK questionnaire by Guo Kan and Cao Yi-ming,“Questionnaire on Technological Pedagogical and Content Knowledge(TPACK)toward Mathematics Teachers in Primary Schools " was compiled.The questionnaire is based on the theoretical framework of the seven elements of TPACK.On the basis of Schmidt's questionnaire,this paper also made an interview outline on specific topics,and interviews some teachers.The main conclusions of this paper are as follows.According to the analysis on the mean value,it can be seen that the overall level of TPACK of mathematics teachers in primary schools is above the standard.The scores on TPACK,TPK,TCK and TK are lower,and the scores on TK dimension are the lowest.According to the correlation analysis,TPACK overall level has a significant positive correlation with TPACK,TPK,TK,TCK,and PCK,and the most relevant background factor for TK is education technology training.The background factor that has the greatest correlation with PKand PCK is the teaching age,and the background factor that has the greatest correlation with TCK,TPK,TPACK,and TPACK overall level is the frequency of use of educational technology.According to the analysis on differences,the TPACK level of mathematics teachers in primary schools has significant differences in educational technology training,educational technology and equipment conditions and educational technology-use frequency.There is no significant difference in the aspects of teaching ages and titles.By taking into account the analysis of the results on this survey,the relevant suggestion are proposed.The detailed suggestions are as follows: strengthen the construction of teachers' modern literacy,strengthen knowledge learning,expand teaching cognition,strengthen hardware and software construction,expand effective development ways,and improving education and training.