A Study On The Knowledge And Beliefs Of Primary School Mathematics Teachers In Tibetan Areas

Since Shulman proposed the Pedagogical Content Knowledge(PCK)in the 1980s,teachers' knowledge has become an important issue of concern to the education community.Meanwhile,teachers' beliefs have been paid more and more attention as the main influencing factors affecting teachers'teaching.However,from the current research,there are few studies on the teachers'knowledge and teachers'beliefs of mathematics teachers in minority areas,especially in Tibetan areas.Therefore,this study selects 11 small schools in Ruoergai County,Aba Tibetan and Qiang Autonomous Prefecture,Sichuan Province for a total of 87 primary school math teacher.While measuring teachers'knowledge and teachers'beliefs,15 teachers interviewed the test content,combined with quantitative research and qualitative research,revealed some problems in primary school mathematics teachers'knowledge and teachers'beliefs in Tibetan areas and their influencing factors.In this study,the teacher's MKT research tool was screened and modified by the team of Professor Cao Yiming of Beijing Normal University according to the actual teaching in China according to the actual teaching tools developed by Ball and its research team.The tool for the MKT test of Chinese teachers were modeled.This study considers the status of teachers in Tibetan areas to eliminate difficult questions,simplify language expression,add topics with Tibetan characteristics,balance the number of topics in each content module,and translate and adjust MKT test volumes.Formed four modules including Common Content Knowledge(CCK),Specialize Content Knowledge(SCK),Knowledge of Content and Student(KCS),Knowledge of Content and Teaching(KCT),and MKT testing tools for various teaching modes in Tibetan areas.In addition,the teacher beliefs used in this study are based on the teacher belief questionnaire used by Li Qiong.After the selection of topics suitable for Tibetan areas,simplified language expression,the addition of problems with Tibetan characteristics and the translation of the teacher belief questionnaire,the final process is finally formed.The teacher belief questionnaire consists of four modules:mathematics,teaching,student and achievement.The research indicates that the problems of mathematics teachers in primary schools in Tibetan areas mainly include teachers lack of subject content knowledge,need to improve their language comprehension,need to improve their mathematics literacy,and have serious test-taking phenomena.Furthermore,teaching age,school area,teaching mode and teaching section are the influencing factors of mathematics teachers'knowledge in primary schools in Tibetan areas.The main performance is that the higher the teaching age,the better the mastery of the teachers'knowledge,the teachers'knowledge of the teacher in the town is better than the teacher in the rural,the teacher's knowledge of the teachers who teaching in Chinese better than the teachers who teaching in Tibetan,teachers who use large circulation methods in teaching have better teacher knowledge than teachers who use small cycles.In addition,whether teachers are in other disciplines,teachers'first degree majors and professional titles also have an impact on teacher knowledge to a certain extent.The research on the belief of primary school mathematics teachers in Tibetan areas shows that primary school mathematics teachers in Tibetan areas have limited knowledge of the nature of mathematics,limited understanding of mathematics teaching,limited knowledge of students'learning,And teacher's age is the mainly influencing factor:teachers whose ages in the interval[30,40)are significantly lower in teachers' beliefs than those in<30 years old and>40 years old.In addition,the teacher's teaching mode,whether it is in other disciplines,or the number of trainings at the state level or above also affect the teacher's belief to a certain extent.Based on the above-mentioned problems and influencing factors of teacher knowledge and teacher beliefs in primary school mathematics teachers in Tibetan areas,the researchers put forward targeted suggestions,including improving the subject content knowledge system of primary school mathematics teachers in Tibetan areas and updating the primary school mathematics teachers' beliefs in Tibetan areas,strengthen the language ability of primary school mathematics teachers in Tibetan areas,conduct"precise training"for primary school mathematics teachers in Tibetan areas,rationally allocate primary school mathematics teachers resources in Tibetan areas,improve the construction of teachers'teams,and build a mutual help teaching and research model,correct teaching Orientation of evaluation and reduce the burden on teachers.