A Study On The Correlation Between TPACK And Teaching Beliefs In Pre-service Mathematics Teachers

The theoretical framework of integrated technical pedagogical content knowledge,or TPACK,was developed from the PCK theory proposed by Mishra and Koehler to illustrate the new teacher knowledge structure including technology,originally named TPCK and later renamed TPACK.As TPACK concept was introduced into China,especially in the educational informatization and education of the new curriculum reform under the new background,the goal of building a drive education modernization by educational informatization makes domestic presented a study of TPACK,TPACK combined with basic education stage of mathematical research also constantly emerging,and along with the advancement of information technology and mathematics classroom teaching integration gradually thorough,the math teacher TPACK evaluation and improve the level of has become the inevitable.At the same time,under the trend of making more use of information technology in mathematics teaching,it is also very important whether teachers have enough teaching faith to integrate information technology into their own mathematics teaching process.However,in the actual teaching environment,the integration effect of information technology and mathematics teaching is not ideal enough,and the TPACK level and teaching belief of mathematics teachers have become important factors restricting the integration of technology and teaching,so it is inevitable for mathematics teachers to have higher TPACK level and stronger teaching belief before work.Therefore,we need to study the TPACK level of pre-service mathematics teachers,the status of teaching beliefs and the correlation between the two,and propose corresponding training suggestions.Based on this,in this study,undergraduates and graduate students of the Normal University of Shaanxi Normal University were selected as research objects,and the following research contents were determined:(1)compiling the pre-service mathematics teachers' TPACK and teaching belief scale.(2)measure and study the structure and current situation of TPACK and teaching beliefs of preservice mathematics teachers.(3)to study the correlation between pre-service mathematics teacher TPACK and teaching beliefs.(4)to form research conclusions and provide Suggestions for the development and training of pre-service mathematics teachers.This paper is divided into six parts:the first part is the introduction,which mainly expounds the research background,research content,research methods and research significance.The second part is a literature review,which mainly introduces the research on the development of TPACK,the research on teachers' teaching beliefs,the research on the correlation between TPACK and teaching beliefs,and the research on the measurement tools of TPACK and teaching beliefs.The third part designed and compiled the pre-service mathematics teacher TPACK and teaching belief questionnaire,carried out the forward survey,carried out the project analysis,reliability,and validity test,and revised the questionnaire.The fourth part is the analysis of the formal survey data and the discussion of the results.Through questionnaire measurement,SPSS is used to analyze the status quo of TPACK and teaching belief of pre-service mathematics teachers,the overall and dimensional correlation of TPACK and teaching belief.The fifth part is the research conclusion and suggestion,summarizing the statistical analysis results to form the research conclusion,and then providing Suggestions for the training of pre-service mathematics teachers.The sixth part summarizes and looks forward,reviews the whole research process,and reflects on the shortcomings.The main research conclusions obtained in this paper are as follows:(1)Present situation of pre-service mathematics teacher TPACKPre-service teachers of mathematics TPACK are divided into 3.597,rendering the medium level,divide each dimension of PCK split up to 3.714,CK divide the lowest 3.533,divided the order for all dimensions PCK>TCK>TPACK>TPK>PK>TK>CK,divide three single dimension split below each composite dimension,reflects the subject that the pre-service teachers of mathematics knowledge,teaching knowledge,technical knowledge significantly less than three basic knowledge,basic skill is weak.Pre-service mathematics teachers have the ability to make use of technology to make up for their own lack of actual subject teaching,but they also tend to overestimate their actual teaching ability and technology integration teaching ability.The results of the independent sample t test show that CK and TPACK levels are significantly different in gender,and men are better than women are,which reflects that male teachers have a higher level of subject content knowledge and subject teaching knowledge of integrated technology.The results of one-way nova show that the pre-service mathematics teacher TPACK has nothing to do with the expected future teaching period.(2)Present teaching beliefs of pre-service mathematics teachersAll the pre-service mathematics teachers had CB scores of 4.25,TB scores of 2.356,and CB scores were significantly higher than TB,reflecting the obvious tendency of constructivism in the selfcognition of pre-service mathematics teachers' teaching beliefs.Students were encouraged and supported in teaching,and the teaching concept had undergone a significant change.The results of the independent sample t test showed that TB showed a significant difference in gender,with men higher than women,which reflected that male teachers had more traditional teaching beliefs and less change in teaching concepts than female teachers.The results of one-way nova show that the teaching belief of pre-service mathematics teachers has nothing to do with the expected future teaching period.(3)The correlation between pre-service mathematics teacher TPACK and teaching beliefsCK,PK and TK of pre-service mathematics teachers showed a significantly lower positive correlation with CB;PCK,TCK,TPK and TPACK showed a significantly lower positive correlation with CB;CK,PK and TK showed a significantly lower positive correlation with TB.It reflects that no matter what kind of teaching beliefs pre-service mathematics teachers have,they are related to the mastery of knowledge in the three basic dimensions of subject content knowledge,teaching method knowledge and technical knowledge,and to some extent affect the knowledge and knowledge structure of pre-service mathematics teachers,and the influence of constructivism teaching beliefs is greater.When it comes to the teaching process of practical subjects and integrated teaching process of technology,the traditional teaching belief no longer has an impact,while the constructivist teaching belief will have a greater positive impact on the mastery and development of knowledge of various composite dimensions.This study enriched the TPACK application in the field of mathematics,combining TPACK and teaching belief,expand the TPACK knowledge structure system,to promote the integration of information technology in mathematics teaching,improve the mathematics classroom teaching is of great significance,at the same time respectively from pre-service mathematics teachers' professional development,teaching specialty development,teaching beliefs change for the cultivation of the preservice teachers of mathematics and the development provides the reference and advice.