A Study On Factors Of Pedagogical Content Knowledge Transformation Of Primary Mathematics Teachers

Pedagogical content knowledge(known as PCK) is the basis of teachers’ professional development, it is concerned importantly since Schulman has been put forward in 1986.For teacher,it is not only the performance of himself,bu also the key to teaching effectiveness of practice.In terms of Mathematics, mathematics pedagogical content knowledge(known as MPCK)is specific to mathematics teachers.For primary school mathematics teachers, having adequate pedagogical content knowledge alone is not enough, it requars teacher useing manners that student can acceptable to change the static pedagogical content knowledge into students’ knowledge.The information of Pedagogical content knowledge did not happen overnight, however, many factors have an impact on its transformation.so knowing which factors affect the transformation of Pedagogical content knowledge of Mathematics Teacher in Primary School and the extent of each factor is particularly important.The research use the affecting factors that was found in the process of analysis documents,conducted research about mathematics teachers in primary schools.Combined with classroom observation and in-depth interviews of primary school mathematics teachers,through three different methods of investigation that is,triangle mutual method to collect the data.Through such a way to guarantee the authenticity of the information, as well as comprehensive as possible, and determin the factors which affecting the transformation of primary mathematics teachers ’ PCK.In addition to the affecting factors,we more want to know the degree of factors ’influence,so I choose AHP to do the depth research.Then according to the result,then make appropriate recommendations I which can improve the transformation of primmary mathematics ’ PCK.The research comes to the following conclusion:Through Analysis I found that ther are many dirfferences betwween teachers,students, curriculumand environment about affecting the transformation of jprimary mathematics teachers ’ PCK.The effect levels from largest to smallest order:are teachers,environmental, student and curriculum.Secondly, for the final 8 factors,communication between colleagues play an important role, followed bystudents’ cognitive structure,next is the curriculum of school year andteachers ’ teaching experience and reflection,those are strong factors.Then teacher’s pedagogical knowledge, and emotional characteristics of students, the teaching material’s organization and learning activities organized by the school are the weak influence factors.The results of this study about the transformation of Pedagogical content knowledge of Mathematics Teacher in Primary School has provided some guidance and inspiration, helps to improve the efficiency transformation of Pedagogical Content Knowledge’s of Mathematics Teacher in Primary School,and suggest someone who will do the releated some suggestions.The research is made up of seven parts:The first part :instroduction.this part describes the reasons of choosing this topic,the theoretical and practical significance of the study; and outlines the contents and problems that the research will solve; Defining the core concepts;through previous literature reviews on the transformation of teachers ’ pedagogical content knowledge research, analysis of factors affecting the transformation of Pedagogical content knowledge of Mathematics Teacher in Primary School, provide the basis for questionnaire design, classroom observation and interview of teacher.The second part: the design of this research. Describ research ideas,research methods and the things that the methods will do and research objects.The third part:the qualitative analysis about factors affecting the transformation of Pedagogical content knowledge of Mathematics Teacher in Primary School.Through analyse the previous literature review and professors’ ressult and teacher’ experience and the recognize of myself, I want to collect the affecting factors as much as possible,which provide theoretical foundation for the preparation of the questionnaire and observation and interview.The fourth part:the quantitative analysis about factors affecting the transformationof Pedagogical content knowledge of Mathematics Teacher in Primary School.Analyzing the data collected by questionnaires, classroom observation and interviews, using three study methods of Delta mutual verification to determine the final influence factors.The fifth part: analyzing the degree of different factors’ influence. Using the analytic hierarchy process to calculate the weight of all factors about the transformation of primary mathematics teachers ’ PCK,then I can have a clear understanding of the influence of each factorThe sixth part:analyzing the research results.analyzing the reasons of the degree of different factors ’ influence,then giving the final conclusions.The seventh part:recommendations for effective transformation of Pedagogical content knowledge of mathematics teachers in primary school.Based on front seveal part and research conclusionsof the study, we put forward applicable and practical recommendations to improve the transformation of Pedagogical content knowledge of mathematics teachers in primary school.