A Study On MPCK Development Of Middle School Mathematics Teacher In Xiangtan

As the core knowledge of mathematics teachers engaged in mathematics education and teaching,MPCK is not only an important feature that distinguishes teachers from other disciplines,but also an important reflection of their own professional development.From the perspective of mathematical principle teaching,the paper analyzes the current development status of MPCK among the middle school mathematics teachers by means of questionnaire survey,teacher interview,and case study.Then Put forward targeted suggestions for problems in the development of the MPCK.This thesis consists of five chapters.The first chapter is an introduction.The second chapter constructs an analysis framework for MPCK development of junior middle school mathematics teachers.The third chapter analyzes the differences in MPCK development of middle school mathematics teachers.The fourth chapter analyzes the development of MPCK in middle school mathematics teachers through case studies.The fifth chapter proposes countermeasures and suggestions for the problems in the development of middle school teachers' MPCK,specifically as follows.The first chapter is the introduction,which explains in detail what is MPCK,why and how to study it.Mathematics teaching knowledge is the core knowledge of mathematics teachers engaged in mathematics education and teaching,and it is an important guarantee for mathematics teachers to realize effective teaching.The study of mathematics teaching knowledge can not only enrich related theories of MPCK,but also provide practical guidance for mathematics teachers in classroom teaching.The second chapter constructs the analysis framework of the development of middle school mathematics teachers' MPCK.Based on the existing research results of MPCK and the existing professional development model of teachers,this analysis framework includes three dimensions and seventeen indicators.The knowledge of mathematical content is the foundation,which mainly includes the middle school mathematics knowledge,the connection between the middle school mathematics knowledge,the knowledge of mathematical thinking methods,and the history of mathematics.The transformation of mathematical content knowledge to teaching tasks is a bridge,which is the first level of transformation,which is mainly reflected in teaching design.The transformation of teaching tasks to students' actual understanding is the guarantee.It is the second-level transformation,which is mainly reflected in classroom teaching.The third chapter analyzes the development of MPCK of middle school mathematics teachers.Based on the questionnaire survey of 61 mathematics teachers from three middle schools in Xiangtan,this paper analyzes the differences between the content knowledge of mathematics in detail,the transformation from the content knowledge of mathematics to the teaching task,and the transformation from the teaching task to the actual understanding of students,as well as the differences between the teacher's gender,teaching age,professional title,educational background and the major they have learned.The fourth chapter explains the development of middle school mathematics teachers' MPCK by case study.Through a case study of the same class heterogeneity formed by novice teachers at different periods,novice teacher and mature teacher,and combined with the interviews of the three teachers,the comparative analysis of MPCK for novice teachers,novice teacher and mature teacher Horizontal development,to further understand the development of middle school mathematics teachers' MPCK.The fifth chapter summarizes problems and makes suggestions.Through questionnaire surveys and case studies,this paper summarizes the problems between in the development of middle school mathematics teachers' MPCK.It is suggested that mathematics teachers must strengthen independent learning,work hard to study the mathematics curriculum standards,make the most of school-based teaching and research activities,strengthen the reflection of teaching behaviors,make full use of the tutor system,and conduct teaching study to promote the development of Mathematics' MPCK.