Preliminary Study On The Status Of MPCK In The Subject Teaching (mathematics)

Shulman first proposed the Pedagogical Content Knowledge,referred to as PCK in 1986.Not only should successful teachers understand a certain concept or princip le intuitively and individually,but they must also understand first the show method for students and know how to transform the content into the knowledge in line with the purpose of teaching knowledge for students.For mathematics teachers,the Mathematical Pedagogical Content Knowledge,referred to as MPCK is the core factor of mathematics teachers’ professional development.For the masters of subject mathematics major,as an important part of mathematics pre service teachers,the development of MPCK must be focused.In this research,the masters of mathematics among three universities in East China were taken as the research object.The componential division of the Mathematic a l Pedagogical Content Knowledge(MPCK)from two scholars,Li Miao and Ning Lianhua was regarded as the foundation.Through the self-questionnaire,the MPCK development status of masters of the mathematics profession was investigated from the Mathematics Knowledge(MK),Pedagogical Knowledge(PK),Content Knowledge(CK)and Technology Knowledge(TK).To make up for the deficiency of group investigation,a case research was carried out at the same time.According to the different practice of mathematics major in different disciplines,the teaching content was selected respectively from the junior high school and the senior high school.The design of the teaching plan,the classroom record and the problem-solving strategy were analyzed from the perspective of MPCK.Through the analysis,the MPCK development status of masters from the mathematics profession was drawn.Also,the causes were analyzed and some suggestions were put forward.The specific research result was as follows:The MPCK development status of masters of the mathematics profession:(1)The mastery of the Mathematics Knowledge(MK)was not perfect with the lack of in-depth learning.(2)There was advanced education idea,but the transformation level of the Pedagogical Knowledge in practical teaching was general.(3)The development of the knowledge about students(CK)was weak with the lack of the understanding for the students,and the over-valuation or under-valuation for the students’ difficulty.(4)The Technology Knowledge(TK)was pretty single.2.According to the conclusion of the research and the analysis,the author mainly put forward the following recommendations:The mathematics masters must clear learning objectives,face identity change,strive to learn professional knowledge,and be diligent in the reflection;The school should accelerate postgraduate training curriculum reform,adjust the teaching mode,and strengthen the contact with all kinds of middle school and extend the internship.