Mathematics Teacher Teaching Knowledge Structure Of Defects And Improve The Way

Since the American Educational Research Association President, Stanford University, Professor Shulman (Shulman) in 1986 proposed pedagogical content knowledge (Pedagogical Content Knowledge, referred to as PCK) concept has been at home and abroad a number of experts and scholars on their studied and gradually with the specific disciplines combined into a new area of research. Mathematical disciplines as an important discipline is no exception, mathematics pedagogical content knowledge has become the research hot spots. However, the mathematics pedagogical content knowledge in the development of both pre-service mathematics teacher education, and job after the math teacher training are in a neglected or marginalized status. While in the mathematics teachers pedagogical content knowledge in the core of pedagogical content knowledge has become a kind of "missing paradigm." Therefore, in teaching first-line math teachers in pedagogical content knowledge structure of the current status of the study of this question worthy of study.Through primary school mathematics teachers pedagogical content knowledge structure pf the status quo of the investigation and found that math teachers in the students understanding of mathematics is more a lack of knowledge, which was mainly due to the lack of teachers, a summary of their own experience in teaching and reflection, in order to enhance their own experience in teaching mathematics teachers summary and reflection on the need to promote individual teachers constantly engage our experience and reflection. The formation of teaching experience is accumulating, and gradually form the process is the need for teachers and students in teaching activities of the teaching process, analysis, induction and generalization formed, mathematics teachers can write postscript in the form of teaching students to answer thought in mind, note the students in class, operating in an error-prone points, recorded in the teaching process of the successful practices in classroom teaching in mind the "wisdom sparks" and so on; schools have to build a variety of platforms, the creation of a variety of mechanisms to promote exchange of experiences among teachers, with the spirit and the material incentives to break the concerns of teachers to promote the exchange of experiences among teachers and form of teaching experience and reflect on the school culture; teacher education and training institutions should share the teacher education and teaching experience in teaching the main form of training.