A Study Of The Relationship Between Kindergarten Teachers' MPCK And Math Regional Activity Support Level

Mathematics Pedagogical Content Knowledge(MPCK)refers to the knowledge of contents in mathematics,knowledge of pedagogical in mathematics and knowledge of children.The purpose of the study is to survey teachers' t Mathematical pedagogical content knowledge and its influence on the support level of mathematical regional activities.This study randomly surveyed 300 preschool teachers in Ningbo based on video-cued PCK questionnaire,and through the statistical analysis,correlation analysis,Pearson product difference,independent sample T test and other statistical methods for the 298 effective questionnaire statistics,the main conclusions:The early childhood teachers' Mathematical Pedagogical Content Knowledge is at an intermediate level,which means that the level of teaching knowledge in the field of mathematics can be general and limited understood.Among the three dimensions of MPCK,“what” in mathematics has the lowest score,“how” scores in the middle level,and “who” has the highest score.There are certain correlations between the three dimensions of the preschool teacher MPCK and the total score.The specific situation is as follows: the correlation coefficient between MPCK total score and what,how,and who dimension is greater than 0.8,which is extremely strong correlation;among them,There is a strong correlation between the what dimension and how dimension,the dimension of what is moderately related to the who dimension,and there is a strong correlation between the how dimension and the who dimension.The level of teacher support in preschool teachers' math regional activities can be measured in three dimensions,namely,pre-support,mid-support,and post-support.The survey results show that the level of support for mathematics regional activities of kindergarten teachers in Ningbo presents a moderate level of support overall.Among them,the pre-support level score is the lowest,the mid-support level score is in the middle state,and the post-support level score is the highest.Many teachers can evaluate children's regional activities at the end of mathematics regional activities,and can reflect on the development of mathematics regional activities.However,many teachers report that they can't basically follow up and adjust.The correlation analysis of the relationship between the preschool teacher's MPCK and the math regional activity support level shows that there is a strong correlation between the two.The higher the preschool teacher MPCK,the higher the level of math regional activity support.In the era of change,preschool education has paid more and more attention to the development of the individualized training of young children.The proportion of regional activities in kindergartens has also increased a lot.This is an important part of children's mathematics learning activities—math learning in mathematics regional activities.The level of teacher support is also particularly important.The emphasis on the promotion of preschool teachers' MPCK will become an important way for preschool teachers to increase the level of math regional activity support and to promote children's mathematics learning.