A Study On The Relationship Between Primary School Teachers' Mathematics Teaching Knowledge Level And Classroom Questioning Behavio

For a long time,the knowledge of mathematics teachers has been widely concerned by educational researchers.People often think that MKT of teachers affects teachers’ decision-making and behavior in classroom teaching,and then affects students’ learning.However,there is little empirical support for the concrete relationship between MKT and teachers’ classroom teaching behavior.Few empirical studies are generally based on the western cultural background,and whether the results are suitable for China’s educational and cultural background needs further research.This study focuses on the classroom questioning behavior of mathematics teachers,and studies the relationship between primary school teachers’ MKT and classroom questioning behavior.Based on the concept of MKT put forward by Ball and her team,this study tested 34 primary school mathematics teachers with the localized test paper adapted by Professor Cao Yiming and his research team.At the same time,this study collected a class video of each teacher and transcribed it.The transcribed text was coded with IRF framework for classroom questioning behavior.Teachers’ questioning behavior was divided into three types:QA,IRF(Single)sequence and IRF(Multiple)sequences,and IRF(Multiple)sequences was further subdivided into three sub-sequences,namely Leading IRF(Multiple)sequences,Facilitating IRF(Multiple)sequences,Orchestrating IRF(Multiple)sequences.This study mainly uses correlation analysis,regression analysis,dominance analysis and case analysis to explore and study the relationship between primary school teachers’ MKT and its four sub-dimensions and teachers’classroom questioning behavior in class,and reveals that the four sub-dimensions of MKT are CCK,SCK,KCS and KCT in primary school teachers’ major.The main conclusions of this study are as follows:(1)QA is related to the overall level of MKT,and it’s two sub-dimensions,KCS and KCT.The higher the overall level and two sub-dimensions of MKT are,the fewer QA teachers put forward.The influence of the two sub-dimensions on QA is similar.(2)IRF(Single)sequence is only related to the overall level of MKT.The higher the overall level of MKT,the less IRF(Single)sequence put forward by teachers;There is no correlation between the IRF(Single)sequence and the four sub-dimensions of MKT.(3)IRF(Multiple)sequences are related to the overall level and all subdimensions of MKT.The higher the overall level and sub-dimension level of MKT,the more IRF(Multiple)sequences put forward by teachers;KCS has the greatest influence on teachers’ IRF(Multiple)sequences,while CCK has the least influence.(4)Among IRF(Multiple)sequences,the Leading IRF(Multiple)sequences has no significant correlation with the overall level of MKT and its four subdimensions.(5)Among IRF(Multiple)sequences,the Facilitating IRF(Multiple)sequences are related to the overall level and all sub-dimensions of MKT.The higher the overall level and sub-dimension level of MKT,the more Facilitating IRF(Multiple)sequences put forward by teachers;CCK has the greatest influence on Facilitating IRF(Multiple)sequences,while KCS have the least influence.(6)Among IRF(Multiple)sequences,the Orchestrating IRF(Multiple)sequences is only related to CCK.The higher the level of CCK,the fewer Orchestrating IRF(Multiple)sequences proposed by teachers.This study provides reference and enlightenment for promoting the professional development of primary school mathematics teachers and teacher education and training.