A Study On The Influencing Factors Of Preschool Teachers’ Mathematical Pedagogical Content Knowledge(MPCK)

Mathematical pedagogical content knowledge(MPCK)is the core knowledge that kindergarten teachers possess for teaching in the area of mathematics and is an important indicator for assessing the professional development of kindergarten teachers.Kindergarten teachers’ MPCK growth is the process of continuously improving themselves through continuous practice and learning,using the opportunities,platforms and resources given in the established environment,and striving to integrate content knowledge of the mathematics domain,children’s knowledge,and knowledge of mathematics teaching strategies.The main objective of this study is to explore the factors influencing kindergarten teachers’ MPCK development,so as to construct a model of the factors influencing kindergarten teachers’ MPCK under the guidance of rooted theory,and then to explain how these factors work together to influence kindergarten teachers’ MPCK.In terms of research methodology,a grounded theory qualitative research method was used to conduct the study.In terms of research ideas,the study systematically combed through previous studies on the MPCK of primary and secondary school mathematics teachers as well as the influencing factors of kindergarten teachers’ MPCK growth,and based on this,identified research questions and designed a research proposal.Finally,eight experienced kindergarten teachers were interviewed and about 70,000 words of primary data were collected,and the text was coded,analysed and generalised using Nvivo11 software to construct,based on the rooting theory A model of the factors influencing kindergarten teachers’ MPCK and an explanatory analysis of the model.Finally,based on the findings of the study,suggestions were made to promote the growth of kindergarten teachers’ MPCK.This study constructs a model of the influencing factors of kindergarten teachers’ MPCK through open coding,spindle coding and selective coding of rooted theory.The model is complemented and expanded while validating the results of modern socio-ecological system theory.Firstly,it validated the individual factors,human factors,and organizational factors found in previous studies;Secondly,the ability of teachers is added to personal factors,while family members are added to human factors;Thirdly,the entire model has added mathematical ontology factors;Fourthly,it has been verified that human factors and personal factors influence each other,and organizational factors also affect personal factors.It has been found that personal factors are the key factors determining the development of kindergarten teachers’ MPCK,playing the role of "engines".Human factors have a certain driving effect on the improvement of kindergarten teachers’ MPCK,and organizational factors provide external support for the development of kindergarten teachers’ MPCK,The ontological factors of mathematics play a "wind vane" role in the development of kindergarten teachers’ MPCK.Based on this model,the following suggestions are made to improve the MPCK of kindergarten teachers: 1.develop teachers’ MPCK in teaching practice;2.combine spiritual and material incentives to motivate teachers;3.build multi-gradient knowledge networks through teacher training;4.build teachers’ learning communities to enhance cooperation and mutual growth;and 5.strengthen the learning of mathematical content knowledge.We help kindergarten teachers develop their own MPCK through a variety of ways,and train a professional team of teachers for the cause of early childhood education.