The Current Situation Of MPCK In High School Mathematics Teachers

The professional development of teachers has become a popular topic,attracting much attention from scholars at home and abroad.The propose of pedagogical content knowledge provides direction for the professional development of teachers.For mathematics teachers,mathematics pedagogical content knowledge belongs to a special teaching knowledge with an important role in mathematics teaching.As a new power of school teachers,the professional development of occupational early teachers is of great concern.The main purpose of this study is to explore the current situation of occupational early teachers in high school and the differences between occupational early teachers and experienced teachers on MPCK.The object in the study is 30 occupational early mathematics teachers in high school from Huanggu District in Shenyang,aiming at investigating the overall situation of occupational early teachers on MPCK by means of questionnaire.To obtain the differences between occupational early teachers and experienced teachers on MPCK bases on comparing the instructional designs,teaching strategies fragments and interviews by the method of case study and evaluating their 171 students by methods of a questionnaire survey.There are some similarities between the findings and conclusions caused by research and cases study.This paper is divided into six chapter.To begin with,Chapter One introduces the research background,purpose,research methods and research problems.Chapter Two is literature review with classification and summary on the study of PCK and MPCK at home and abroad,giving a definition of MPCK connotation and structure bases on the existed research.Chapter Three is an overall study on occupational early teachers,basing on an analysis on the test of mathematics knowledge,pedagogical knowledge and content knowledge.Chapter Four is some cases studies of occupational early teachers,on propose of obtaining the differences between occupational early teachers and experienced teachers on MPCK with comparing the instructional designs,teaching strategies fragments,interviews and student assessment.Chapter Five is some study conclusions and recommendations with the result of differences and the overall situation between occupational early teachers and experienced teachers on MPCK in Chapter Three and Four,proposing four proposals to promote the development of the occupational early mathematics teachers in high school on MPCK.The sixth chapter is mainly to reflect the inadequacies of this study and look to the future research.Through the research,we can find that the MPCK of occupational early mathematics teachers in high school is not rich and the knowledge about students is the weakest.There is a great gap between occupational early teachers and experienced teachers in terms of the understanding of mathematical knowledge,students,teaching strategies and methods,requiring occupational early teachers to enhance their own MPCK.