Research On Elementary Mathematics Concept Teaching From The Perspective Of MPCK

In order to effectively promote the development of students’ core competencies,this article introduces the MPCK theory and integrates it into elementary mathematics concept classroom teaching,providing primary school mathematics teachers with new teaching ideas.This article identifies the content of MPCK theory as mathematical subject knowledge(MK),general pedagogical knowledge(PK),knowledge of students’ mathematical learning(CK),and educational technology knowledge(TK),which also serve as the theoretical foundation of this research.The research adopts methods such as literature review,questionnaire survey,interview method,and case analysis to study elementary mathematics concept teaching from the perspective of MPCK theory.The research primarily focuses on two aspects: investigating and analyzing the current status of teachers’ MPCK abilities and conducting practical research on elementary mathematics concept teaching from the MPCK perspective.Firstly,the questionnaire survey is conducted to obtain specific information about the levels of MPCK abilities among teachers at different levels.Through the analysis of various objective factors,it is determined that the main factors influencing MPCK levels are gender,teaching experience,professional title,and teaching background.The relationship between the main factors and teachers’ MPCK abilities is also established.The interviews are conducted to obtain detailed insights into the specific manifestations of teachers’ MPCK theoretical levels in teaching practice and draw relevant conclusions.Through the survey questionnaires and interviews,the study captures how frontline teachers embody mathematical subject teaching knowledge(MPCK)in specific teaching content.Some issues are also identified in actual teaching,which further demonstrates the importance of MPCK theory in mathematics classroom teaching and the necessity of this research.Then,based on the conclusions drawn from the questionnaire survey and interviews,four suggestions are proposed for the application of theory into practice: teachers should strengthen their learning of MPCK theory,delve into the three dimensions to grasp concepts comprehensively,select methods flexibly based on objectives,and accurately understand students’ actual learning situations.Finally,a case analysis is conducted on the specific arrangement of textbooks from three different publishers(People’s Education Press,Being Normal University Press,and Jiangsu Education Publishing House)and exemplary lesson examples.A comparison is made from the perspective of MPCK theory to identify differences.Combining insights from outstanding teachers,relevant resources,and personal experiences,a teaching design paradigm for the "area concept" under MPCK theory is presented,with the potential to be extended to the teaching of other geometric concepts.Compared to previous studies,the innovation of this article lies in combining the MPCK theory with the specific topic of elementary mathematics geometry concept(area)for research.Based on the MPCK theory,the article first conducts a thorough investigation into the specific levels of MPCK abilities among frontline primary school mathematics teachers and their concrete manifestations in teaching practice.Using this information,the article provides teaching suggestions guided by the MPCK theory and analyzes the arrangement of textbooks from different publishers(People’s Education Press,Jiangsu Education Publishing House,and Being Normal University Press)and exemplary teaching designs.Following a logical progression from general to specific,the analysis results and recommendations are combined to propose a teaching design paradigm for the "area concept" from the perspective of MPCK theory.It is hoped that this article can provide inspiration for frontline primary school mathematics teachers and assist them in effectively enhancing their professional competence.