A Case Study Of Elementary School Mathematics Teachers’ Pedagogical Content Knowledge

The professional development of teachers has been paid more and more attention.Teachers’ professional development requires teachers to subject content knowledge and pedagogical knowledge organically to promote students’ learning ability,which is the professional development of teachers,improve their teaching quality and learning ability of students and teachers.The development and research of pedagogical knowledge provides a new perspective for teachers’ professional development.It is a special combination of the knowledge of subject content and the knowledge of teaching method.It is the unique authority of teachers,and is the special form of professional understanding.At the same time,it is also a complex conceptual framework and structural system.From the view of the existing literatures in recent years,research on mathematics teachers and primary school mathematics teacher PCK PCK relatively,the research contents are extensive,research types,research methods of multivariate and the emergence of a number of fruitful results.But what are the components of PCK,which is that there are some problems of how to divide,primary school mathematics teacher PCK in what aspects and no clear division structure,primary school mathematics teachers to the specific method of PCK into the practice of classroom teaching and promote students to understand the teaching content is not clear,can provide to promote the level of PCK primary school mathematics teachers to improve the operational recommendations are relatively few.Based on the above issues,this study is based on the existing related literature,by the two teaching design of primary school mathematics teachers and teaching process from the analysis of the three PCK mathematics content knowledge,mathematics knowledge and mathematics teaching students knowledge of important factors.Mainly uses classroom observation,interview and analysis method,combined with the relevant educational theory,found in the practice of research,different types of mathematics teachers have different content knowledge,pedagogical knowledge and knowledge of students.The organic combinationbetween them will affect the teacher’s teaching design process and classroom teaching practice and affect the students’ understanding and acceptance of the teaching content.Based on the study of problem based on the combination of research findings,research methods and research results are as follows: the formation process of instructional design and teaching activities of teachers of 1 mathematics teachers PCK structure;reflected 2 primary school mathematics teachers PCK through the teacher’s teaching design and practice of classroom teaching of mathematics teachers;3 PCK elements complement each other.To play the role in teaching.The author puts forward some suggestions on the basis of reflection: 1 improve the primary school mathematics teachers to develop their own PCK consciousness;2 to strengthen the mathematics content knowledge learning;3 timely summary and evaluation,improve their teaching skills;4 to master some basic knowledge of teaching methods;all 5elements of comprehensive use of Mathematics teacher PCK...