Research On The Development Of Pre-service Teachers' Mathematical Pedagogical Content Knowledge

The research of mathematical pedagogical content knowledge(MPCK)is one of the research hotspots in the past 40 years.Previous investigation on MPCK of post-service teachers mainly focuses on its structure,evaluation and source.However,there is lacking of systematic study on how to develop the MPCK of pre-service teachers.It is therefore crucial to explore the effective development strategy of pre-service teachers' MPCK for cultivating high-quality mathematics teachers.Based on the existing literature,a systematic study is conducted on the development of pre-service mathematics teachers,according to the analysis of the current situation of pre-service teachers' MPCK in three local normal universities in A Province.The core issue of this research is the development of pre-service teacher MPCK,and 10 Pre-service mathematics teachers are regarded as the study objects from HB normal university in A province.This research combines the methods of questionnaire survey,educational testing,statistical analysis,interview,and text analysis through a combination of qualitative research and quantitative research.The conclusions are as follows:First,the current status of 478 pre-service teachers in MPCK is preliminary analyzed,and this study further deeply analyze that of 43 pre-service teachers in the five dimensions of MPCK and the three content areas of junior high school functions.The results show that there exists small dissimilarity in the MPCK level among pre-service math teachers in general.The overall scores of them are at a failing level,and the majority obtain low scores.The pre-service teacher MPCK can be significantly distinguished by gender,grade and sources of students in various dimensions of MPCK.The low score rate in the five dimensions and three content areas of MPCK indicates that it can be greatly improved.Second,a three-dimensional development model of pre-service teacher MPCK is constructed,which proposes and implements the pre-service teacher MPCK development strategy.This model is based on a solid epistemological,learning and sociological theoretical foundation and a broad development platform.It takes“promoting the development of pre-service teachers' MPCK” as the core goal and focuses on the “MPCK development theme”.Pre-service teachers achieve MPCK development through observing excellent MPCK cases,collaborative learning,case studies and developing MPCK cases.According to this,the MPCK development strategy of pre-service teachers is constructed based on the current situation of pre-service teachers' MPCK and the professional training program of pre-service mathematics teachers,with the theme of junior school function knowledge as the “two stages and seven links”.Third,the efficacy of the “two stages and seven links” pre-service teacher MPCK development strategy is analyzed based on questionnaires and mathematical task interviews.The MPCK of all the 10 pre-service teachers can be prominently developed after a semester of MPCK development activities,and the overall scores of them are at a middling level.In terms of MEK,MCK,and MCK1,the four sub-dimensions of each dimension have developed significantly.As for HSLM and ISK,the two sub-dimensions of each have also significantly developed.Notable developments can also be achieved in the three content areas of junior high school functions.