A Video Study Of The Teaching Representation Knowledge Of Junior High School Mathematics Teachers

The development of teachers'knowledge has long been considered as an important part of teachers'professional development, for which teachers not only need professional knowledge, but also need to enhance other aspects of knowledge and ability, otherwise it can't meet the challenges of the era of knowledge explosion. Other objects'teachers also need. Reform has higher content knowledge requirements for math teachers. However, according to the related review during the implementation of the New Mathematics Curriculum, the development situation of math teachers'teaching content knowledge is not optimistic.The famous American educator Shulman once pointed out that teaching knowledge of teachers are unique expertise. For math teachers, they not only need to have sufficient knowledge of mathematics, but also need to have teaching knowledge that oriented for specific teaching content, namely, "Pedagogical Content Knowledge." Namely, through various ways teachers transfer academic knowledge into educational knowledge which can easily be understood by students.This paper defines the concept of teaching representation knowledge and analyzes its specific types and formation and revelation in the math teaching in middle schools. In this paper, the research method of video analysis are employed. During the whole study, firstly, we recorded two teachers'teaching of the same curriculum in a unit, from which we selected representative class videos, and then translated them into text and. Later we confirmed the preliminary coding based on the theme of the study watched video repeatedly and invited experts to discuss and make sure the final code. Finally, through the comparative analysis of encoded data, we got the corresponding results.The conclusions of the study are as follows:(1) Middle School Math Teachers emphasize more on teaching mathematics characterize and expert teachers are more skillful and flexible than novice teachers in the employment of representation ways. (2) Novice teachers mainly apply language representation and animation representation in information technology. The image representation and group investigation and other study situations are less designed by them and they also tend to use representation mainly in teacher-class interaction while much less in group-teacher and student-student interaction. (3) Expert teachers often reflect emphasize the diversification and accumulation of mathematics teaching representation, while compared with them, novice teachers adjust less according to student feedback and situations.In recent years, there are many studies on teachers'knowledge and mathematical representation, while most of them are about mathematics problem solving and research of symbolic-graphic combination. There is little research focusing on the representation of mathematics teaching in middle school mathematics teacher knowledge, and the use of video analysis Research on study of the mathematics teachers characterize knowledge is less. In this paper, the method of video analysis is used to analyze the two types of mathematics teaching of two teachers in middle school from a comparative angle, aimed at understanding the teachers' choice in current middle school mathematics classroom teaching. Recommendations are also offered in it to promote the application of effective representation of mathematics teaching knowledge.