Research On Development Of DM-TPACK For Middle School Mathematics Teachers

After years of development,China’s education informatization has achieved leapfrog development and many significant achievements,and has now entered the period of digital transformation of education,which is also a critical period for the integration and innovation of digital technology and education teaching.Subject Teaching Knowledge for Integrating Technology is one of the essential digital competencies for teachers and an important part of their professional development.Numerous studies have shown that dynamic mathematical technology is beneficial to stimulate learning interest and promote knowledge understanding.However,in actual teaching,most mathematics teachers are only able to master the basic operation of dynamic mathematical systems,thus failing to form the teaching ability of integrating dynamic mathematical technology on a regular basis,resulting in insufficient depth of integration of dynamic mathematical technology and mathematics teaching,and making it more difficult to realize integration innovation.This study introduces the concept of Technological Pedagogical Content Knowledge with Dynamic Mathematics(DM-TPACK),specifically tailored for the teaching of middle school mathematics.Three key questions guide our exploration:(1)What comprises DM-TPACK for middle school mathematics teachers? How do its various components interact,and what are the underlying meanings and sub-elements of these constituent factors?(2)How can we accurately gauge the DM-TPACK proficiency of middle school mathematics teachers? It is imperative that our assessment method is not only systematic and scientific but also rational,ensuring a reliable evaluation of their DM-TPACK capabilities.(3)How can we craft a tailored DM-TPACK training model for middle school mathematics teachers? Furthermore,how can we develop a context-specific and locally relevant implementation path for DM-TPACK within this educator cohort?In addressing these inquiries,our study adheres to a rigorous methodology that encompasses literature review,theory construction,and practical validation,yielding insightful research outcomes.Firstly,our literature review has revealed a significant gap in TPACK research specific to dynamic mathematical technology in mathematics education.While existing research on TPACK often focuses on the unique characteristics of the mathematics discipline,there is a dire need for more exploration into the integration of dynamic mathematical technology within this framework.Additionally,while TPACK research has made strides in theoretical frameworks,there is still a pressing need for empirical studies that delve into the measurement and development of this competency.Secondly,we have formulated a comprehensive "Structural Model of DM-TPACK for Middle School Mathematics Teachers." This model elucidates the various components of DM-TPACK,encompassing the conception and utilization of dynamic mathematical technology,knowledge of curriculum and resources pertaining to its integration,understanding of students’ needs in this context,mastery of teaching strategies and management techniques,and evaluation methods for teaching incorporating dynamic mathematical technology.The intricate relationships between these five components are clearly delineated,with the conception and utilization serving as the cornerstone,evaluation knowledge serving as a thread throughout the entire process,and the remaining components forming a cohesive triad of "what to teach," "who to teach," and "how to teach."Thirdly,we have developed a comprehensive "DM-TPACK Measurement Method for Middle School Mathematics Teachers," encompassing a DM-TPACK Interview Questionnaire,a DM-TPACK Scale,and DM-TPACK Performance Evaluation Methods.This approach comprehensively utilizes various measurement techniques to provide timely feedback on teachers’ DM-TPACK competence levels,encompassing all aspects of teacher training.Notably,the DM-TPACK Scale specifically designed for middle school mathematics teachers underwent rigorous testing for reliability and validity.The results reveal that the scale exhibits excellent stability and internal consistency,effectively gauging the DM-TPACK level of middle school mathematics teachers.Subsequently,we have formulated the "DM-TPACK Training Model and Implementation Path for Middle School Mathematics Teachers," with the primary objective of enhancing DM-TPACK capabilities.This model emphasizes the design of an implementation path tailored to specific "contexts" and the agile integration of SECI theories,activities,communities,and a robust guarantee mechanism.Drawing from the unique "contexts" of Wuhou District in Chengdu City and Panyu District in Guangzhou City,we have constructed tailored implementation pathways for "SECI-Based knowledge transformation" and the "Dual-Teacher system." This approach ensures that the training model is not only responsive to local needs but also effective in fostering the development of DM-TPACK competencies among teachers.Finally,DM-TPACK training for teachers has been carried out in Wuhou District of Chengdu City and Beipian of Panyu District of Guangzhou City.According to statistics from the Net Pad,the number of teachers in Wuhou District using dynamic mathematics technology in teaching is about 5.5 times that before the training,and the activity ranks among the top 3of more than 460 county-level districts nationwide;the total number of construction resources in Wuhou District is 26848 ranking first among more than 460 county-level districts across the country,surpassing the second-placed region by more than 6000 resources.Teachers in Beipian,Panyu District apply dynamic mathematics technology to teach an average of 86000 times a month,ranking among the top 3 of more than 460 county-level districts in the country in terms of activity.Especially in the second phase of the training "demand + service",in March total Up to 42000 times.Resource sharing among teachers is also more active,with an average of 200 times per month.The total number of construction resources in the northern part of Panyu District is 13191 currently ranking third among more than 460 national county-level districts in the country.Practice has shown that the "SECI-Based knowledge transformation" implementation path in Wuhou District is conducive to the gradual internalization of DM-TPACK knowledge into abilities,and teachers’ DM-TPACK abilities have been steadily improved;the "Dual-Teacher system" implementation path in the north area of Panyu District has integrated dynamics.The entry threshold for teaching mathematics technology reduces the burden on teachers and promotes the knowledge construction of the teacher community,with more teachers actively participating in it.In general,the DM-TPACK abilities of teachers in the two regions have been effectively improved and can be used to form a dynamic and spiritual educational ecology and create exemplary teacher training.This study innovatively integrates dynamic mathematical technology with mathematical knowledge and teaching methods,proposes DM-TPACK for junior high school mathematics teachers,and conducts a systematic research on it,enriching the research on TPACK framework,measurement method and training mode.In the future,the theoretical framework of DM-TPACK and the implementation path of DM-TPACK competence training will be further improved and practiced in more regions to enhance the digital competence of mathematics teachers and promote the integration and innovation of digital technology and education and teaching.