A Comparative Study Of MKT Betweennovice And Experienced Junior High School Mathematics Teachers

Mathematical Knowledge for Teaching(MKT)is the knowledge structure that teachers need for effective teaching and plays a key role in the professional development of mathematics teachers.Although scholars at home and abroad have done a lot of research on MKT,there is a lack of research on the current situation and development of MKT for novice teachers.As the mainstay of future education,novice teachers need to improve their knowledge reserve.Therefore,the research on the level and source of MKT of novice teachers has both theoretical value and practical significance.Based on Number and Algebra,the research focuses on two questions:(1)What is the MKT level of junior middle school novice teachers and experienced teachers,and what is the difference?(2)What are the main sources of MKT for junior high school mathematics teachers? On the one hand,this paper makes a comparative study on the MKT level of novice teachers and experienced teachers in order to deeply understand the knowledge structure and weaknesses of novice teachers through the gap between them.On the other hand,it studies the sources of teachers’ MKT in order to seek effective ways to promote the development of MKT.The research adopts the literature analysis method,chooses the MKT structure model developed by Ball’s team and the classification of teacher knowledge sources by Lianghuo Fan as the theoretical basis,and determines the level analysis framework and source analysis framework of MKT.Taking 56 novice teachers and 32 experienced teachers as the research objects,this paper adopts the research method of questionnaire survey and individual interview to learn the level,difference and source of MKT between the two types of teachers and algebra,and puts forward some suggestions on the development of MKT for novice teachersThe results show that:(1)The MKT level of novice teachers is not optimistic,which is significantly lower than that of experienced teachers.Among them,in the dimension of Common Content Knowledge(CCK),the level of novice teachers is almost the same as that of experienced teachers.In addition,the overall level of MKT and the other four dimensions of knowledge of novice teachers are significantly different from that of experienced teachers,which is far lower than that of experienced teachers.(2)The knowledge development of novice teachers’ MKT is not balanced,which is not as comprehensive as that of experienced teachers,especially in the dimensions of Special Content Knowledge(SCK)and Knowledge of Content and Teaching(KCT).(3)The sources of MKT are diverse,but the importance of each source is not consistent.On the whole,the important source of MKT is teachers’ in-service experience,in the secondary dimension,organized professional activities,in-service teacher training,communication and discussion among colleagues,teaching experience and reflection.As far as the knowledge of each dimension of MKT is concerned,the importance of different sources to the knowledge development of the same dimension is different,and the importance of the same source to the knowledge development of different dimensions is also different.Based on the above analysis,some suggestions are put forward:(1)Teachers’ MKT development should pay attention to comprehensiveness,pertinence and efficiency.(2)The development of teachers’ MKT should combine experience,reflection and communication.(3)Attach importance to teaching and research activities,innovate the form and content of teaching and research.(4)Establish MKT case base,enhance the practicality of in-service training.(5)Optimize the mode of teacher education,improve the level of teacher training.