| The professional development of teachers has increasingly become the focus of education researchers. Since Shulman proposed the concept of Pedagogical Content Knowledge (referred to as PCK) as a special kind of knowledge for teaching, it has gradually been a focus of concern by many researchers. On mathematics, the Mathematics Pedagogical Content Knowledge (referred to as MPCK) plays an important role in the process of specialization of mathematics teachers.This paper aims to explore the sources and current situation of post junior school mathematics teacher’s MPCK, based on the grasp of theoretical and practical knowledge of MPCK, this study intends to address the following key problems:(1) Identify the important sources and secondary sources of the development of MPCK by investigating the sources of post junior school mathematics teachers’MPCK; The correlation between the various sources of MPCK and teachers’ age and school; The enlightenment of the research results on the development of junior school mathematics teachers’ sources of MPCK;(2) Point out that post junior middle school mathematics teachers have certain defects in some ways by exploring the current situation of their MPCK.The main conclusions of the study:(1) The main sources for the post junior school mathematics teachers to develop their MPCK are:summary and reflection of self-teaching, extracurricular self-study and daily communication with their colleagues, the secondary sources are:the information obtained from the Internet, pre-employment training and experience of primary and secondary school age;(2)Teachers with different ages and in different schools teachers to have different teach different recognition of the various sources MPCK;(3) Some of the teachers have certain defects in teaching methods, teaching philosophy, knowledge, mathematical concept and so on.Finally, the study mainly includes the following two aspects:(1) Teachers should pay attention to summary and reflection of self-teaching, extracurricular self-study and daily communication with their colleagues, so as to continuously enrich their MPCK;(2) Teachers should pay more attention to the new curriculum concept and change the traditional teaching concepts;(3) Some suggestions for in-service teacher training. |
