A Comparative Study Of MKT Between Pre-service Teachers And In-service Teachers On Functions And Equations

In the past 30 years,there have been researchers in the field of teacher education studying Teachers' knowledge.American scholar Ball and his research team put forward " mathematical knowledge for teaching".At present,most of the scholars in China study the MKT level and its development of mathematics pre-service teachers or in-service teachers separately.No one compare the MKT level of pre-service teachers and in-service teachers by combining the content of functions and equations.At the same time,most researchers use the quantitative method to investigate the MKT level of teachers,but lack of analysis of teachers' MKT in classroom teaching.MKT is a kind of knowledge applied to practice,which needs to be further investigated in practice.Taking "function and equation" as the carrier,the MKT level of pre-service teachers and in-service teachers was compared by using the method of questionnaire,classroom observation and after-school interview in this study.Firstly,according to the results of the questionnaire,the MKT level of 55 pre-service teachers and 30 in-service teachers about "function and equation" is compared and analyzed quantitatively.Then select two pre-service teachers and in-service teachers respectively,make a qualitative comparative analysis of the four people's classroom teaching about the content of "functions and equations",and conduct after-school interviews based on the results of classroom observation and analysis,so as to find out the gap between pre-service teachers and in-service teachers in MKT level,and then analyze the reasons for the gap,in order to find out the effective way to promote the development of pre-service teachers' MKT Ways.Combined with the results of questionnaire survey,classroom observation and after class interview,the following conclusions are drawn:(1)There is a significant difference in MKT between pre-service and in-service mathematics teachers.The MKT level of pre-service teachers was significantly lower than that of in-service teachers,especially in knowledge of content and students and knowledge of content and teaching;(2)The MKT level of mathematics pre-service teachers needs to be improved.The overall level of MKT of pre-service teachers is not optimistic,and their performance in subject matter knowledge is better than pedagogical content knowledge.According to the results of this study and the analysis of its causes,the following suggestions are put forward to improve the MKT level of pre-service teachers:(1)Find out the missing and fill in the missing,strengthen the understanding of subject matter knowledge.Through the targeted supplement of common content knowledge,specialized content knowledge and horizon content knowledge,we can deeply understand the subject matter knowledge;(2)Actively transform and promote the development of pedagogical content knowledge.In the process of combining theory with practice,we should actively transform our own subject knowledge and develop pedagogical content knowledge;(3)Strengthen reflection,take MKT theory as the framework of teaching reflection.Through the use of this theory for teaching reflection,balanced development of five kinds of knowledge under MKT theory,to achieve the level of comprehensive application.