A Case Study Based On Mpck Of A Primary Mathematical Novice Teacher And An Experienced Teacher

The teacher's MPCK refers to Mathematics Pedagogical Content Knowledge,which can be understood as a mathematical teacher about how a particular math teaching content is expressed,presented and interpreted,so that the student is more receptive to and understand the knowledge.It consists of three parts: MK(Knowledge about content),CK(knowledge about student),PK(knowledge about teaching).This study chooses two teachers who teach in a primary school in Hangzhou: a experienced teacher who has taught for 14 years,a new teacher who has taught for one year.Through the research methods such as literature research,classroom teaching observation and video analysis,interview,statistical analysis and so on,combined with quantitative analysis and qualitative analysis,taking the "Three-digit double-digit vertical calculation" as the research carrier,perform a detailed study of two teachers in the perspective of MPCK.Through the comparison and analysis of the two teachers' pre-class teaching design,the teaching record and the post-lesson teaching reflection,the author obtains the similarities and differences between the new teacher and the experienced teacher in the MPCK.1.In the pre-class teaching design comparison,the novice teacher and the experienced teacher shows significant differences in MPCK.Compared with the experienced teacher,the novice teacher do not fully grasp the students' cognitive level and the link between knowledge.He can grasp the core concept of teaching materials,but it is not very clear that the link between knowledge and the the position of this lesson in the teaching system.2.In the comparison of the teaching records in the class,the author transcribes the classroom records of the two teachers into the text,andscores from the twelve dimensions of MK,CK and PK,drawing that the differences in MPCK between the two teachers in class are mainly reflected in CK(student dimension):Compared with the novice teacher,the experienced teacher can guide students to better understand the teaching difficulties,and can well handle the generated teaching resources.The novice teacher has a gap with the experienced teacher,but he is also a qualified classroom organizer,only because of the lack of adequate teaching experience,and it is not in place in guiding students to understand.3.In the comparison of post-lesson teaching,there are still significant differences between the novice teacher and the experienced teacher in MPCK.The experienced teacher can do a thorough reflection from a lesson as a whole,and can learn by analogy,but the novice teacher's post-lesson reflection is just a matter of matter.When talk to the growth path of primary school teachers' MPCK,the two teachers invariably think that the study of teaching materials is very important.The experienced teacher often does teaching reflection and experience summary,regularly browses some math education journals.the novice teacher thinks that often communicating with students,as well as various forms of teaching and research activities is effective ways to improve his own MPCK.Accordingly,the author also mention some humble opinions to promote primary school mathematical teachers' MPCK:1.Studying materials carefully,chewing materials repeatedly;2.Reflecting yourself many times a day,do regularly self-reflection;3.Participating in teaching and research activities,to improve yourself in the exchange;4.Reading the journal,learning from the essence of others;5.Communicating with students repeatedly,understanding their ideas.