The Research On The Relationship Between MPCK,Mathematics Belief And Teaching Behavior Of Middle School Mathematics Teachers In Ethnic Minority Areas

This study aims to explore the relationship among the beliefs,knowledge and teaching behaviors of mathematics teachers in middle schools in minority areas,in order to provide some thoughts for improving the teaching quality of minority areas,promoting the reform of mathematics education in ethnic areas and improving the professional level of middle school mathematics teachers in ethnic areas.This study selected 75 middle school mathematics teachers in Qinghai and Yunnan Province as the research object,collected research data and data by using relevant questionnaires,and explored the current situation and three aspects of mathematics teachers' beliefs,teachers' knowledge and teaching behaviors in middle schools in ethnic areas by using descriptive statistics,correlation analysis,independent sample t test,Pearson product difference test and intermediary effect analysis The relationship between them.The final results show that there is no significant difference in mpck dimensions of middle school mathematics teachers in Ethnic Areas Based on the basic background information of teachers;The belief of mathematics teachers in middle schools in ethnic areas tends to constructivism as a whole,and there are differences in the belief of middle school mathematics teachers in ethnic areas influenced by teachers' background;The behavior of middle school mathematics teachers in ethnic areas is generally constructivism,and there are differences in the teaching behaviors of middle school mathematics teachers in ethnic areas;The belief of mathematics teachers in middle schools in ethnic areas is negatively correlated with teachers' knowledge;There is a significant disconnect between the belief of mathematics teachers and teaching behavior;The knowledge of mathematics teaching is positively related to teaching behavior;Mathematics learning belief is the intermediary of the transformation of mathematics teaching knowledge to teaching behavior in ethnic areas.