Comparative Study Of KCS Between Pre-service Teachers And In-service Teachers

As an important part of teacher’s professional development,teacher’s professional knowledge has gradually become a worldwide focus of educational research.MKT is the application of teachers’ professional knowledge in the field of mathematics education,which was proposed by researchers like Ball,and the KCS of mathematics teachers is a lower concept of MKT.At present,there are few researches on teacher KCS.problem posing raising is a cognitive process in which the questioner forms and expresses the question based on the specific problem situation.Behind the problem posing is the reaction of students’ mathematical thinking.To analyze the differences between pre-service teachers and in-service teachers’ KCS from the perspective of the problem posing is not only the theoretical basis for teacher professional development,but also the expansion and understanding of the course improvement.The purpose of this study is to investigate the current situation of KCS of pre-service teachers and in-service teachers from the perspective of problem posing,to compare the differences between them,and to put forward specific suggestions for the development KCS of pre-service teachers and in-service teachers.Based on the previous relevant studies,define the KCS of teachers and construct a comparative framework of KCS for pre-service teachers and in-service teachers from the perspective of problem posing.Then research tools were developed,and three levels of students,pre-service teachers and in-service teachers were selected for investigation and research.Finally,the test results were coded,the data were statistically analyzed by using Excel software,and the differences in KCS between pre-service teachers and in-service teachers were compared.The core part of this study is the construction of the comparison framework and the analysis of the difference between pre-service and post-service teachers’ KCS,mainly from three aspects of teachers’ understanding of students’ existing knowledge structure,acceptance ability and mathematical thinking.Through the sorting and analysis of the test results,the following main conclusions are drawn: first,the overall level of KCS of pre-service teachers is relatively weak;Second,the overall level of in-service teachers’ KCS needs to be improved.Third,the knowledge structure of in-service teachers is better than that of pre-service teachers.Fourth,pre-service teachers have a better understanding and mastery of students’ acceptance ability than in-service teachers.Fifth,for the students’ mathematicalthinking,the pre-service teachers’ grasp of the situation is slightly better than the in-service teachers.Based on the above research conclusions,this study puts forward the following suggestions for pre-service mathematics teacher education and in-service mathematics teachers.In order to train KCS for normal university students,the following Suggestions are put forward for pre-service teacher education.firstly,the curriculum of primary education major should pay attention to the subject;secondly,to strengthen the connection between the content of mathematics in primary and secondary schools and higher mathematics;Finally,theoretical study,educational practice and educational internship alternate.In order to develop the in-service teacher KCS,the following Suggestions are put forward: firstly,using problem posing teaching;Secondly,establish own "teaching case base for problem posing".Finally,read more professional books and periodicals,increase knowledge,learn experience.