The Comparative Case Study On Mathematics Pedagogical Contents Knowledge Of Pre-service Teachers And Professional New Teachers

This study aims at discussing the characteristics and differences of mathematics pedagogical contents knowledge between pre-service teachers and professional new teachers,and for this purpose,sets up the following research questions:(1)What is the status quo of the mathematics pedagogical contents knowledge of pre-service teachers and professional new teachers?(2)What about the differences and similarities of the mathematics pedagogical contents knowledge between pre-service teachers and professional new teachers?(3)What are the factors that affect pre-service teachers and professional new teachers?If has,what are the similarities and differences?For the above questions,choosing both a pre-service teacher and a professional new teacher as the research object,taking the chapter of the Addition and Substraction of Integral Expression as an example,this study uses methods of interview,text analysis,classroom observation,and comparison to research the mathematics pedagogical contents knowledge status and differences between pre-service teachers' and professional new teachers' mathematics pedagogical contents knowledge.This study also compares various factors influencing mathematics pedagogical contents knowledge of re-service teachers and professional new teachers via interview method.The study draws the following conclusions:(1)The current situation of mathematics pedagogical contents knowledge of pre-service teachers is not optimistic;(2)The mathematics pedagogical contents of professional new teachers is superior to that of pre-service teachers;(3)There are differences among factors that influence the knowledge of mathematics pedagogical contents of pre-service teachers and professional new teachers.For the above conclusion,the study makes recommendations as follows:(1)The pre-service teachers should take the development of subject knowledge as the basic sector and view elementary mathematics from a high point of view.(2)Educational internship should pay attention to the“interaction”between university expert teachers and first-line excellent teachers.(3)A professional contents knowledge case library should be built for teachers.