An Investigation Study On The Generation Path Of Teaching Knowledge Of Primary And Secondary Mathematics Teachers

Based on the deepening research on teachers' professional development,the study of what kind of knowledge teachers have as an important measure of their professionalism has taken a pivotal position in the relevant research.How to develop subject-specific teachers' pedagogical knowledge has been a hot topic of discussion in academic circles.After combing through the relevant literature,the author constructs a structural framework of mathematics teachers' pedagogical knowledge based on the theoretical basis of pedagogical knowledge and the analytical models proposed by relevant scholars for mathematics subjects,and uses it as a guide to give operational definitions of the various dimensions of mathematics teachers' pedagogical knowledge in primary and secondary schools.The framework mainly includes two dimensions,namely,mathematics content knowledge and teaching strategy knowledge.The content knowledge dimension includes mathematics fundamental knowledge,mathematics horizontal knowledge and mathematics vertical knowledge;the teaching strategy knowledge includes knowledge about teaching requirements,knowledge about students' learning conditions and knowledge about teaching design and organization.Based on the definition of this framework,a three-dimensional framework of teaching knowledge generation paths of primary and secondary school mathematics teachers was built through the collation of relevant literature on teachers' knowledge sources and preliminary field visits and surveys,i.e.,the three-dimensional generation paths of self-learning and reflection,collective learning and reflection,and teaching practice and reflection,containing a total of 15 main sources of front-line mathematics teachers' teaching knowledge.This study focuses on investigating whether there are differences in the paths of mathematics teachers in generating pedagogical knowledge at different stages of teacher development and analyzing how different paths have influences on the development of mathematics teachers' pedagogical knowledge and the origins of the influencing factors;the investigation of generating paths is conducted for different groups of mathematics teachers.In this study,203 valid questionnaires were collected from primary and secondary school(junior high school and elementary school)mathematics teachers in Shanghai and recent masters graduates majoring in subject teaching and majoring in mathematics,and the literature research method,questionnaire survey method and interview survey method were used.Based on the results of the previous questionnaire survey,we designed an interview outline and conducted targeted interviews with eight teachers at different teaching stages.Ultimately,using the data obtained from the questionnaire and supported by the interviews,the main conclusions of the study are:1.the most important pathway for mathematics teachers is the pathway at the level of teaching practice and reflection,followed by the pathway at the level of self-learning and reflection,and the pathway at the level of collective learning and reflection.2.The four most important ways are the reflection and experience after one's own regular teaching practice,the reflection and experience after the discussion of teaching practice among colleagues,the teaching and reflection of participating in mathematics competition and innovation courses,and the collective preparation and discussion in the daily teaching of mathematics teachers at the same level.3.school-based training in mathematics,participation in assignments,exchanges or rotations among similar schools at the same level,reading mathematics-related professional journals,papers and teaching materials and other books,and participating in and experiencing various mathematics education internships and apprenticeships before joining the profession are the four most general ways.4.The paths of mathematics teachers' pedagogical knowledge generation varied and differed significantly among different groups of teachers,mainly in terms of "different education levels","different teaching years","different academic levels","different school levels" and "different schooling levels".The main differences were in "different education levels","different teaching years","different school levels",and "different nature of schooling".The differences in the paths of generating teachers' pedagogical knowledge were significant among different groups of teachers,mainly in the areas of "different education levels","different teaching years","different academic levels","different school levels",and "different nature of schooling".The main differences were in "different education levels","different teaching years","different academic levels",and "different nature of schooling".In response to the above findings,in order to better promote the development of mathematics teachers' pedagogical knowledge,this study suggests that pre-service and in-service teachers' education and training should be practice-oriented to develop relevant channels for transforming from theoretical knowledge to practical knowledge;to conduct relevant teaching and research activities with the theme of "lesson analysis" to enhance opportunities for cooperation and communication among teachers;and to establish and guide teachers' awareness of lifelong learning.