A Case Study On TPACK Performance Of Middle School Mathematics Teachers

In 2020,China's Ministry of Education announced the list of experimental areas of "new teaching mode based on the integration of information technology ",which pointed out that schools in the experimental area should positively explore the path of integrating technology into the teaching process,bring forth new ideas of the pattern of teaching and learning,and achieve the modernization of education by push on educational informatization.Therefore,under the background of education informatization,what is the ability of middle school mathematics teachers to integrate technology teaching? What information technology do mathematics teachers mainly use in the mathematics classroom? How do they integrate technology into mathematics teaching? To go a step further to comprehend the particular performance of middle school mathematics teachers' integrating technology into the teaching process,this study is going to research the following three research questions based on TPACK theory:(1)What is the development stage of TPACK for middle school mathematics teachers?(2)What is the specific performance of TPACK for middle school mathematics teachers?(3)From the perspective of mathematics classroom structure,what are the characteristics of middle school mathematics teachers' TPACK performance?To solve the above-mentioned research questions,this paper mainly employs the case study method of video analysis and adapts Niess et al's TPACK development stage coding scheme,Kurban's TPACK component coding scheme,Zhan Yi's classroom discourse analysis classification coding scheme and Shimizu's 13 mathematics classroom structure coding scheme to analyze the TPACK performance and classroom structure characteristics of six middle school mathematics teachers.The results are as follows:(1)The development of middle school mathematics teachers' TPACK is in the stage of adaptation and exploration.(2)Middle school mathematics teachers take precedence of the development of knowledge bound up with subject during TPACK development.(3)There are differences in TPACK performance between middle school and high school mathematics teachers.(4)The performance of middle school mathematics teachers on TPACK compound knowledge related to technology is poor.(5)TPACK components related to technology are mainly reflected in problemsolving structure.Finally,according to the results of the study,three suggestions are put forward in this paper to develop the TPACK level of middle school mathematics teachers in China:(1)The development of TPK and TPACK should be the focus of mathematics teachers' professional activities.(2)Teachers' personal development should focus on PCK and TCK.(3)Teachers' development of TPK and TPACK should base on the studentcentered study.