A Case Study Of Teaching Three Different Types Of Junior High School Mathematics Courses Based On MPC

In the context of the new curriculum reform,the rich content of middle school mathematics classroom teaching requires teachers to have a more comprehensive knowledge system.Mathematics Teaching Knowledge(MPCK)is a comprehensive reflection of teachers’ professional knowledge,which affects their teaching behavior and classroom quality.Classroom teaching case studies have always been an important way for the professional development of primary and secondary school teachers.Therefore,the article combines the research of MPCK and teaching cases,and conducts a case study of middle school mathematics classroom teaching on the basis of MPCK.The article is based on the MPCK theory and mainly uses case analysis and classroom observation methods to study and analyze teaching cases of three different types of middle school mathematics classes.Firstly,a knowledge type analysis was conducted from the perspective of MPCK on concept teaching,rule teaching,problem-solving teaching,and related lesson examples,in order to theoretically construct the MPCK that junior high school teachers possess for the three types of lesson types.Secondly,from the perspective of practical teaching,observe the three lesson examples and analyze the behavior and reasons of teacher MPCK in three different classroom teaching types.Finally,based on the MPCK level analysis framework table,the MPCK levels of three teachers under three class types were divided to determine their MPCK levels.Research has found that different types of classroom teaching have different requirements for teachers’ MPCK;Under three different course types,teachers’ knowledge of mathematical culture and teaching methods is lacking;In concept teaching and problem-solving teaching,teachers have a sufficient reserve of mathematical subject knowledge,while in rule teaching,teachers pay more attention to knowledge related to learning;At the same time,it was also found that there was no significant difference in MPCK levels among teachers with similar teaching experience under different lesson types.At the end of the article,some effective suggestions were put forward for the development of MPCK for teachers.In addition to mastering the theoretical knowledge of MPCK,teachers should also pay attention to the application of MPCK in the classroom,especially focusing on classroom teaching case studies under MPCK.