Primary School Mathematics Teacher Materials Knowledge Development

Accompanied by advancing of the society,development of the scientific technology and the reformation of the education thorough constantly, people put more and more concerning and expectation into the improvement of teacher's quality. Teaching is one of the most important work and assignment to teacher, to grasp the knowledge of teaching material scientifically and to understand it deeply is the foundation and premise of all of the teaching activity for teacher.In this study the author examines the present condition of professional development of mathematical teachers in terms of their knowledge about curriculum as well as available teaching resources such as textbooks. The study is focused on the following four aspects: 1. to describe the present condition of their holistic understanding of mathematical knowledge for their teaching required by the curriculum and textbook, based on the questionnaires (tests and interviews). The data of different age group of mathematics teachers (young,middle age and old age) are also collected and analyzed in order to look at the different ways in which they explain mathematical ideas embed in the teaching material of mathematics ; 2. The related papers and documents in which those teachers describe and discuss mathematical instruction were examined and analyzed in the survey. 3. The degree to which expected and required by mathematical teachers of primary school for the further study are investigated in the followed interview; 4. Finally, the structure of the basic specialized knowledge and the main way in which for teacher professional development are proposed in this paper.The term "teaching material" used here can be understood as those concrete contents for a course. It has two meanings: on one hand it refers to so called the basic content and basic knowledge which is needed for learning and teaching of the course which is considered those common and basic; on another hand it is also refers to those rich resource for teaching and learning of this course.The data for the study is collected with four research tools: investigation with test papers,interview,case study as well as analysis of documentation. It means both of quantitative and qualitative strategies are adopted for this survey. The statistical models such as percentage and average are used for the qualitative analysis. The research data shows that the structure of professional knowledge of our in - service teacher of primary mathematics is not completely. It is necessary to help them to improve and enrich the structure of professional knowledge. The professional standards of mathematical teacher need to be established as soon as possible. The quality of our teachers' thinking (such as flexibility and profundity) is also need to be improved; moreover. The research also finds that most of our teachers have the inherent urgent desire to go on to study for improve their professional expertise and there is huge space for them to develop further.The paper further expounds the basic structure of professional knowledge that the primary mathematical teacher must have, such as: mathematical accomplishment, pedagogy and psychology knowledge as well as rich experience of teaching primary school's mathematics. Simultaneously, the improvement of professional quality of our primary mathematical teacher can be realized through many ways such as school based training and research, peer -communication between teachers, training program after work, in - service training program, educational research carried out by teachers , and individual introspection timely and effectively.