A Study About The Relationship Between The Rural Kindergarten Teacher’s Mathematical Pedagogical Content Knowledge And Children’s Mathematical Ability

Pedagogical Content Knowledge is the organic integration of content(WHAT),children(WHO)and teaching strategies(HOW),which reflects the professional level of kindergarten teachers.Kindergarten teachers’ good mathematical pedagogical content knowledge plays a very important role in children’s mathematics learning.Domestic research on mathematics Pedagogical Content Knowledge is relatively abundant,but the view is focused on the early childhood,even in rural areas,In view of the rural preschool teachers’ influence on the development of the pedagogical content knowledge for children to learn specialized study of rare,therefore,this study will focus on preschool mathematics,explore the MPCK rural kindergarten teachers and the relationship between children’s number concept development,further enrich and deepen the existing research.This study adopts the research methods of video-based questionnaire,measurement,interview and observation.With the video-based questionnaire and the “Early Mathematical Abilities Test Scale” as the research tools,27 teachers and 270 children from11 kindergartens in rural areas of H City are selected as the research samples.Through spss23.0 software for data processing and analysis of the current rural preschool teachers’ teaching of mathematics knowledge(MPCK)and rural status of development of the concept of large number of children,to understand the rural preschool teachers teaching of mathematics knowledge(MPCK)and the relationship between children’s number concept,on the basis of rural kindergarten teachers mathematics discipline teaching of the concept of knowledge(MPCK)to the number of children.The findings are as follows:1.The total score of the rural kindergarten teachers in MPCK and the scores of the three dimensions are at the lower medium level,and the understanding of the core experience of MPCK is in the stage of “general or limited understanding”.The score of WHO dimension was the highest,while that of WHAT dimension was the lowest.2.270 children in the large class had low mathematical ability development.There are significant differences in children’s mathematical ability,number singing,number reading and number operation in different kindergarten types.Among the five aspects of number singing,counting,comparison,number operation and number reading,the score of number operation test was the lowest and the score of counting test was the highest.3.There is a significant correlation between rural kindergarten teachers’ MPCK and children’s mathematical ability.Among them,content(WHAT)is weakly correlated with children’s mathematical ability level,children(WHO)and knowledge about teaching strategies(HOW)are significantly correlated with children’s mathematical ability level.Further regression analysis shows that teacher MPCK,knowledge about children(WHO)and knowledge about teaching strategies(HOW)have a certain predictive effect on children’s mathematical ability.According to the above results,the researchers put forward some suggestions to promote the development of MPCK of rural kindergarten teachers.First,popularize the concept of PCK to promote the transformation of rural kindergarten teachers’ teaching concepts;Second,pay attention to teaching reflection in teaching practice,and improve the mathematics literacy of rural kindergarten teachers;Third,update the pre-service education model to enrich PCK of rural kindergarten teachers;Fourth,prove the postservice training system and develop PCK of rural kindergarten teachers.