An Investigation On The Present Situation Of Primary School Mathematics Teachers' MPCK

With the deepening of domestic and foreign education teaching reform,teacher education becomes a research hot spot.As a key factor in mathematics teaching,MPCK has attracted more and more attention from scholars.To understand the present situation of primary school mathematics teachers' MPCK,this study establishes an evaluation framework of MPCK based on the collating of its connotation and composition,and evaluates the primary school mathematics teachers' MPCK from multiple perspectives by combining quantitative research and qualitative research methods.The major findings of this study are: 1,the overall level of the primary school mathematics teachers' MPCK remains to be improved;2,all aspects of knowledge of the primary school mathematics teacher need to increase;3,Four kinds of MPCK knowledge interact and restrict each other;4,the development of primary school mathematics teachers' MPCK cannot be separated from the accumulation of teaching experience and reflection.Some conclusions are obtained by analyzing the influence factors of the primary school mathematics teachers' MPCK: gender and education don't influence MPCK,but age,profession,teaching age,teaching experience have significant effect on the primary school mathematics teacher's MPCK.Based on above conclusions,this study proposes the following suggestions for teachers and school administrators respectively: As a primary school mathematics teacher,we should enrich knowledge of mathematics content,enhance knowledge about students,enhance mathematics teaching method knowledge,strengthen communication with colleagues,pay attention to the accumulation and reflection of experience,and establish a concept of lifelong learning;For school administrators,teachers in different backgrounds need to be classified and trained,teachers' grades should be reasonably arranged,and teachers' mutual aid learning platforms should be actively created.