Investigation On The Knowledge Of Quadratic Function For Junior Middle School Mathematics Teachers From The Perspective Of MKT

From the history up to now,teacher professionalism has always been a hot issue in the education circle."Mathematical Knowledge for Teaching"(MKT)was proposed by Ball and his team on the basis of Schulman’s research.This theory can well test the knowledge level of mathematics teachers and improve teachers’ professional quality.Cultivating virtues and educating people is a national educational policy.With the issuance of Compulsory Education Mathematics Curriculum Standards(2022 Edition)by the Ministry of Education(hereinafter referred to as 2022 Edition Curriculum Standards),it highlights the core literacy oriented curriculum objectives and structured curriculum content,and puts forward new requirements for the implementation of literacy teaching.Function is an important thinking tool for people to understand the world,which has a core position in middle school mathematics curriculum.Quadratic function is also an important and difficult point in middle school,which is closely related to high school learning.Therefore,the chapter content of quadratic function is selected to investigate the knowledge level of middle school mathematics teachers based on MKT theory,and the research question of this paper is determined through literature review:(1)What is the overall level of quadratic function knowledge of junior middle school mathematics teachers?And how about the six levels of knowledge?(2)What is the difference of MKT level of junior middle school mathematics teachers under different backgrounds?Focusing on the research question,A total of 110 junior middle school mathematics teachers participating in the national training program in H Province were selected as the research objects.On the basis of referring to relevant literature and the 2022 Edition of the Curriculum Standard,the MKT level test questionnaire for junior middle school mathematics teachers about quadratic function was prepared and the scoring standard was drawn up.Pass the pretest,After modifying and improving the questionnaire,the formal test was carried out and 97 valid questionnaires were finally recovered.Factor analysis and other statistical methods were used to test the reliability and validity of the questionnaire,all of which were greater than 0.7,indicating good reliability and validity.The data was coded according to the scoring criteria,and quantitative and qualitative analysis was carried out.Finally,the following conclusions were obtained by combining the interview results of the four teachers:(1)Overall,the data show that the overall score rate of teachers’ MKT is 74.84%,which is at the medium level and not yet at the excellent level.Compared with Subject Matter Knowledge(SMK)and Pedagogical Content Knowledge(PCK),teachers’ SMK is better than PCK,but there are still some teachers who do not fully understand the essence of quadratic function knowledge.(2)Specifically,The development of teachers’ knowledge level in six dimensions is unbalanced.In the two dimensions of Common Content Knowledge(CCK)and Knowledge of Contentand Teaching(KCT),the score rate of teachers is more than 80% with excellent performance,indicating that the structure of this part of teachers’ knowledge is relatively complete;Under the two dimensions of Special Content Knowledge(SCK)and Knowledge of Content and Curriculm(KCC),the score rate of teachers is more than 70% and their performance is good.The KCC level of teachers is worse than that of SCK;Under the two dimensions of Horizon Content Knowledge(HCK)and Knowledge of Content and Students(KCS),the score rate of teachers is about 60%,which indicates that teachers lack this part of knowledge.(3)From the perspective of the influence of different backgrounds on the MKT level of junior middle school mathematics teachers,there are significant differences in the MKT level of teachers with different professional titles.The higher the professional title,the higher the MKT level.However,the teaching age and gender of teachers have no influence on the MKT level.Finally,according to the research conclusion,combined with the problems,some suggestions are put forward to promote the development of teachers’ MKT level.