A Comparative Study On MPCK Of Six Middle School Mathematics Teachers With Different Characteristics

Mathematics pedagogical content knowledge is a necessary knowledge for mathematics teachers and an important factor for their professional development.The research on MPCK of junior middle school mathematics teachers with different characteristics not only helps to determine the factors of teachers' professional development,but also helps junior middle school mathematics teachers with different characteristics to understand their own MPCK,so as to improve their teaching quality,so as to carry out effective teaching,which has both theoretical and practical significance.Therefore,this paper aims to explore the influence of different characteristics on the MPCK of junior middle school mathematics teachers.It takes six junior middle school mathematics teachers with different characteristics as the research object,and integrates the MPCK of junior middle school mathematics teachers with different characteristics from five dimensions and fifteen observation points.The specific research questions are as follows:(1)What are the similarities and differences of MPCK in junior middle school mathematics teachers with different characteristics?(2)What are the effects of different characteristics on MPCK?In view of the research problems,this research mainly uses the methods of test paper,teaching video analysis and interview.Firstly,the paper analyzes the current situation of six junior middle school mathematics teachers with different characteristics by means of test paper,teaching video analysis and interview;secondly,it compares the six junior middle school mathematics teachers with different characteristics to get their similarities and differences;finally,through the combination of interview method and comparison method,according to the results of research question one and interview results Combined with this,we can find out the influence of different characteristics on MPCK.Through the research,we get three conclusions: first,the MPCK of mathematics teachers in "level one" in different characteristics is at the lowest level,and the knowledge of subjects,learners,courses and teaching strategies need to be improved.Second,with the increase of different characteristic levels,MPCK of mathematics teachers is constantly enriched,which is mainly reflected in the dimensions of learner knowledge,curriculum knowledge and teaching strategy knowledge.Third,different characteristics affect different sub elements of MPCK,among which the number of teaching practice experience has the most extensive influence on MPCK,which affects the thinking level,learning difficulties,fallible points,understanding of mathematics curriculum standards,grasping of mathematics teaching materials,teaching evaluation,teaching methods and teaching organization.Therefore,in view of the promotion of MPCK,four suggestions are put forward: first,normal students should pay attention to the integration of mathematics content knowledge and pedagogy content knowledge.Second,on the basis of increasing the practical experience of education,we should pay attention to and conscientiously complete the teaching task and do a good job of summary and reflection in time.Thirdly,teachers should analyze the content of teaching materials and mathematics curriculum standards.Fourthly,teachers should reflect deeply on teaching attitude,behavior,strategy,plan,evaluation and students' learning process.