How Does Mathematics Teachers’ Knowledge Affect Their Educational Scientific Research Ability

Teachers’ professional development has become a trend in teacher education all around the world, get more attention from many countries. At the same time, it is one of the hot topic in the teacher education reform in our country. First, as a inevitable conclusion of the teacher professional development, we should pay high attention to the specialization of mathematics teacher, and it is related to study mathematics teachers’ knowledge; Second, along with the unceasing advancement of the Elementary Educational Curriculum Reform, new course requests the teacher is not only a practicer, but also a learners and researchers. The thesis of the influence of teachers’ educational scientific research ability from their knowledge is of great significance to enrich the teachers’ professional development theory, improving teachers’ knowledge structure and teaching quality.Literature method, survey research method, statistical analysis method and other method are mainly adopted to study and discuss problems.The research planed to study the problem:what effects will appear from mathematics teachers’ knowledge to their educational scientific research ability? This problem is decomposed into four sub-problems:what is the situation of teachers’ knowledge and their educational scientific research ability? Which element is the most important one during educational scientific research ability? Where does mathematics teachers’ knowledge affect educational scientific research ability? How can teachers enrich their knowledge? Answers of these four sub-problems are conclusions of this dissertation.First, we review some research in the past about teachers’ knowledge and educational scientific research ability, we clarify the definition of mathematics teachers’ knowledge, mathematics teachers’ educational scientific research ability, then prepare test questionnaire. Second, we do some research on what effects will appear from mathematics teachers’ knowledge to their educational scientific research ability? Finally, the author get revelation based on content above.The main conclusion of this research includes:(1) Mathematics teachers’ know well about education theory knowledge, teaching management knowledge, mathematics teaching knowledge, mathematics theory knowledge, teaching monitoring knowledge, the students’ development of knowledge; They have educational scientific research ability, and their mathematics educational scientific research ability is stronger than general educational scientific research ability.(2)The affect from mathematics teachers’ knowledge levels to their educational scientific research ability is very significant, educational knowledge have higher influence on educational scientific research ability, then other knowledge, psychology knowledge, and mathematics knowledge.①The knowledge of mathematics history have higher influence on educational scientific research ability in mathematics knowledge, then about mathematical thought and method, mathematical essence, mathematics theory knowledge.②Education theory knowledge, mathematics teaching knowledge in education knowledge have obvious influence on educational scientific research ability.③Teaching monitoring knowledge, cognitive knowledge, learning style knowledge in psychology knowledge have obvious influence on educational scientific research ability(3)Mathematics teachers’ knowledge influences main on mathematics educational scientific research ability, as the ability of study mathematics teaching and learners.Finally, we get revelation about how to improve mathematics teachers’ knowledge structure based on content above:learning and strengthen the education scientific research.