A Case Study On MKT Comparison Between New Teacher And Experienced Teacher

"Subject Content Knowledge"(SMK)and "Teaching Content Knowledge"(PCK)have always been the core contents of research of teachers' knowledge classification.In the field of mathematical education,the concepts of SMK and PCK have gradually been refined.The "teaching-oriented mathematical knowledge"(MKT theory)proposed by Professor Ball and his research team at the University of Michigan in the United States has turned into a hot topic for studying the knowledge of mathematics teachers.MKT theory integrates and puts SMK and PCK on equal importance,and divides the knowledge of mathematics teachers into six sub-categories of knowledge.It carries out the research of the knowledge of mathematics teachers from a dynamic and static perspective.This innovative theory plays a very important role in promoting the overall quality of mathematics teachers and the level of mathematics education.In this study,two mathematics teachers from the first grade of a high school at Dalian are selected as the research objects.One is a novice mathematics teacher who has been employed for less than one year,and the other one is an experienced math teacher with outstanding work performance who has 20 years of high school mathematics teaching experience.Based on the two teachers' teaching process of the mathematics compulsory one and compulsory two in the new textbook of high school(above),we adopt various methods,such as literature analysis,video recording analysis,classroom text recording method and extracurricular interview method to compare the MKT level of novice teachers and experienced teachers with the help of MKT quantitative analysis scale.We hope by carrying on the comparative study of MKT between novice teachers and experienced teachers,the results obtained will help novice teachers find the gap between themselves and experienced teachers,promote better and more professional developments of novice teachers,and thus improve the quality of mathematics teaching.The following relevant conclusions are obtained:(1)Novice teachers and experienced teachers perform the best in CCK,but lack of performance in HCK,and experienced teachers are better than novice teachers.(2)The development of knowledge sub-categories of MKT for novice teachers is uneven and is quite different from the one of experienced teachers.Based on the above research conclusions,in order to improve the development of novice teachers,obtain better teaching results as soon as possible and improve teaching quality,we propose the following suggestions:(1)MKT theory is used as a framework for class evaluation or reflection after class,so that novice teachers can reflect on their own teaching details in an all-round way to promote the development of mathematics teachers.(2)Establish an MKT case library of outstanding teachers,classify and save some outstanding teaching cases according to the MKT theoretical framework,and form an MKT resource library of outstanding teachers,which can be placed on the network platform for teachers to download and learn at any time.(3)Guided by the MKT theoretical framework,we should enrich the training model of pre-service teachers,and carry out targeted pre-service education for teachers in order to train qualified mathematics teachers with a sound knowledge reserve.