An Interventional Study On The Development Of The Pre-service Mathematics Teachers' Technological Pedagogical Content Knowledge

Technological Pedagogical Content Knowledge(TPACK)is the knowledge base for teachers to use technology in teaching.It is uses to describe the theoretical knowledge needed by teachers to effectively integrate technology into their teaching practice.In order to know about the status of pre-service mathematics teachers using information technology to carry out mathematics teaching and explore effective ways to improve the TPACK and information-based mathematics instructional design performance of pre-service mathematics teachers,this study conducts a Teacher Development Activity and investigated the following research questions: 1 What is the status of TPACK for pre-service mathematics teachers? What is the status of information-based mathematics instructional design performance? 2.Based on the teaching video analysis activities focusing on information technology and the teaching plan design and analysis activities,whether the TPACK of pre-service mathematics teachers has improved? Whether the information-based mathematics instructional design performance has improved? 3.What is the attitude of pre-service mathematics teachers towards this Teacher Development Activity?This study refers to the existing pedagogical model of developing TPACK,takes design-based learning and case-based learning as the theoretical basis.Combining with the characteristics of mathematics,a CAPR pedagogical model including Comprehend,Analyse,Practice and Reflect is proposed,and a Teacher Development Activity is designed on the basis of the model.Pre-service mathematics teachers of the third grade in a normal university in Shanghai are selected to conduct the Teacher Development Activity mentioned above.This study uses self-report measures,performance-based measures and open-ended questionnaire measures to evaluate the TPACK and mathematics instructional design performance of pre-service mathematics teachers.While conducting variance analysis and before-after comparative analysis,this study also investigates the relationship between self-report TPACK and performance-based TPACK.Based on the above research,this study answeres the three research questions and draws the following conclusions.In terms of the status,the information-based instructional design performance of pre-service mathematics teachers is at the level of "Approaching",the self-report TPACK is at the upper middle level,and the performance-based TPACK is at the level of "Developing".And there is a positive correlation between self-report TPACK and performance-based TPACK.Gender and the mastery of relevant courses will affect their TPACK;In terms of knowledge and performance improvement,Teacher Development Activity effectively promotes pre-service mathematics teachers' TPACK and information-based mathematics instructional design performance;In terms of attitudes towards Teacher Development Activity,pre-service mathematics teachers generally recognize the activity and can gain and improve themselves from it.Finally,the study reflects on the limitations and deficiency,and the future researches also are discussed.