Study On The Influence Of HPM Teaching Practice On Teacher MKT

Education is the foundation of China’s century goals,and teachers are the foundation of education development.In recent years,more and more scholars begin to pay attention to the research of teacher professional development,among which the MKT(Mathematical Knowledge for Teaching)theory proposed by the American scholar Ball provides a basis for the research of teachers’ knowledge.Previous studies have shown that HPM(History and Pedagogy of Mathematics)teaching can promote the development of MKT for teachers.But more practical argument is needed.Therefore,this study will focus on exploring the link between HPM and faculty MKT.In addition,Geometric Progression plays a very important role in the study and life of middle school and advanced mathematics.Therefore,this study will be selected as the teaching topic to deeply discuss the following two research questions:(1)After HPM teaching discussion,from the perspective of MKT,what knowledge should teachers have before the implementation of Geometric Progression teaching?(2)And what are the effects of HPM teaching practice on teachers’ MKT about Geometric Progression?Based on the above two research questions,three teachers of different teaching ages in Baotou city were selected as the research objects,and based on literature study method and case study method,the research process is divided into three steps: teaching design writing,teaching discussion and development,and teaching implementation.Data is collected through teacher discussion,classroom observation and interview method.Finally,The MKT test scale is used as a research tool for data analysis.The following study conclusions were obtained:(1)In the implementation of Geometric Progression teaching,teachers should have the basic knowledge of Geometric Progression(Common Knowledge of Content);Know the connection between the Geometric Progression and the exponential functions and the students’ subsequent learning(Horizon Content Knowledge);Understand the long development of Geometric Progression and the diversity of methods,And can choose the appropriate content according to the learning situation into the classroom(Specialized Knowledge of Content);Know the arrangement intention of the textbook and the relevant provisions in the curriculum standard,and some teaching resources outside the teaching materials(Knowledge of Content and Curriculum);Clear the rationality of the teaching link design(Knowledge of Content and Teaching);Be clear about what difficulties students may have in learning Geometric Progression(Knowledge of Content and Students).(2)The research results show that HPM teaching practice can promote the development of MKT among teachers on Geometric Progression,and by observing the results of MKT test scale,the three teachers who participated in the study showed the most significant development in Horizon Content Knowledge,Specialized Knowledge of Content,Knowledge of Content and Students.In addition,from the perspective of HPM,the teaching practice not only provides teachers with rich teaching resources,but also helps teachers to further understand mathematics,teaching materials and students.