The Investigation And Research On The Probability PCK Of Junior High School Mathematics Teachers

Teachers' specialization is the inevitable demands of modern education. The core of teachers' professional performance should be the constant enrichment of teaching content knowledge (PCK). With the development of economy and society, probability is becoming more and more important in people's life and production. However, probability has been in the curriculum for compulsory education in China for only about a decade. Therefore, probability of PCK and its source of investigation have high research significance and value for in-service teachers.Through questionnaire and individual interviews, this thesis is focused on the junior high school teachers' knowledge of probability, the probability of the status quo and the probability of PCK sources, using junior high school teachers as the research subject. This paper constructs the analysis framework based on the basic theory of probability and PCK. Thus the related survey and the interview data were analyzed.Results show that:(1) the junior middle school teachers have a rich knowledge of probability, but more specialized in calculation and practice, with a similar misunderstanding in probability as students. (2) Only a small number of teachers are able to give a conceptual explanation to students; probability of teachers' PCK is very scarce. (3) The source of the probability of in-service teachers' PCK has characteristics such as diversity, origin and relatively out-dated; there are few differences between the sources of urban and rural teachers' probability PCK, but the sources of urban teachers' probability PCK are richer and more dynamic than rural teachers'. Growing up from less experienced teachers to mature ones and finally excellent and backbone teachers, teachers' probability of PCK source is becoming richer and more dynamic.This paper also propose some suggestions on teachers' development of probability PCK:improving the evaluation methods of teaching probability; promoting the teachers' own teaching experience and self reflection through cooperation between teachers; learning the history of the development of probability through the Internet and from books.