Investigation And Analysis Of MPCK Of Junior Middle School Mathematics Teachers In Hefei

Mathematics Pedagogical Content Knowledge(MPCK)is an important factor in mathematics teaching,and also a key index to measure the development level of math ematics teachers' education and teaching.The empirical research on MPCK is not onl y in line with the direction of mathematics education research,but also in line with the requirements of deepening the education and teaching reform of mathematics teachers,which has important research value and practical significance.This research is to investigate and analyze the current situation of MPCK of junior middle school mathematics teachers in Hefei.The research questions include two aspects: one is the formulation and implementation of the questionnaire of MPCK of junior middle school mathematics teachers;the other is the investigation and analysis of the current situation of MPCK of junior middle school mathematics teachers in Hefei.This research summarizes the characteristics of MPCK research through literature r esearch,and develops the MPCK questionnaire for junior middle school mathematics teachers as a research tool.The questionnaire has three characteristics: 1.It is suitable for localization;2.It is suitable for large sample research;3.It has a wide coverage.In order to make the survey results more persuasive,the method of individual interview is used.The main conclusions are as follows: 1.The average level of MPCK of junior middle school mathematics teachers in Hefei is not high;2.Among the three dimensions of MPCK,the knowledge content of mathematics is relatively weak,the teaching related knowledge is in the middle,and the knowledge dimension of students' understanding is the strongest;3.Teachers' education background,age and teaching grade experience have significant influence on the level of MPCK,while teachers' title and teaching age have no significant influence on the level of MPCK.After analyzing the survey data and drawing the corresponding conclusions,the corresponding conclusions put forward the following suggestions for the professional development of junior middle school mathematics teachers: 1.Teachers themselves should pay attention to the improvement of their MPCK;2.Improve the management system of teachers,give junior middle school mathematics teachers enough opportunit ies for professional growth;3.Standardize the teaching staff,improve the quality of teachers.