A Case Study For Characteristics Of Primary Mathematics Teachers' Knowledge

Primary education is the starting point of our basic education, curriculum reform is an important base of China. In the context of the new curriculum reform, professional development of primary school teachers are also naturally become the top priority of the reform process, the 20th century, 80 years, the study on teachers'knowledge into a new stage. As the researchers will study the viewpoint shifted to support those behind the teaching activities of teachers and their professional development. This study is in this context, the study focused on elementary school mathematics teachers in the body.First, the researcher collected student's work based on the initial interview questions and teachers, there are four questions of student work to determine the dispute. In the formal interview, to be interviewed four teachers presented their students this question, invite teachers to be judged right or wrong, then explain the reasons. The researchers recorded the whole interview process and the formation of text information.Second, the study found that elementary school mathematics teachers is a category does exist, that construction, experienced teachers, expert teachers. The expertise of these three teachers, that there are significant similarities, there are significant differences. The common denominator is: there is a general consensus on the areas of education are more familiar with theoretical knowledge, combined with this part of the knowledge can be interested in their own practice, teaching, special education, psychology, theory of knowledge some knowledge on education in general attention by the teachers. The main difference is: Teacher's understanding of course objectives, the grasp of the material, and the performance of elementary school math in the Judgement and Resolution: construction rely on "various criteria" to judge, the expert teachers rely on to judge their own mathematical knowledge, experience, the main judge teachers based on teaching requirements and its own experience. Another difference is: when teachers in the analysis demonstrated differences in the subject: expert teachers mathematics quality is significantly better than the others.