Investigation Of Mathematical Knowledge For Teaching Of Full-time Education Master On Set

The knowledge of mathematics teachers is crucial to teaching,and Professor Ball and his team propose the theory of "mathematical knowledge for teaching"(MKT),which largely describes the knowledge structure required for teachers to teach effectively.As one of the major backups of the teaching force,full-time master of education play an important role in the future development of education,so this study investigates the current status of MKT of full-time master of education with the help of MKT theory framework.The set is the basis of high school mathematics and has a certain status at both high school and college levels,so the knowledge of the set was chosen as the test content.In this study,five subcategories of knowledge(CCK,SCK,HCK,KCS and KCT)under the MKT framework were selected and combined with knowledge of the set to develop the MKT Test Paper.80 full-time masters of education were selected for the study and their current MKT status was investigated,and the factors influencing the level of MKT of full-time masters of education were analyzed with the help of SPSS software.For a deeper understanding of the set knowledge for teaching of full-time master of education,full-time M.Ed.students of different levels were selected for interviews in this study.The findings of this study are as follows:(1)The overall level of MKT of full-time masters of education is not high,and there are certain differences among knowledge subcategories.(2)For SMK,Full time education masters have solid common content knowledge,but specialized content knowledge and horizon content knowledge are relatively scarce;For PCK,Full time education masters have an initial set of pedagogical knowledge,but there are still some deficiencies.Most full-time M.Ed.students do not have a comprehensive grasp of various types of student errors,lack the ability to develop students’ abstract literacy and symbolic awareness,have a large deficit in instructional design,and have many problems designing problem strings.(3)The MKT level of full-time M.Ed.students in different stages has some differences,full-time M.Ed.students in the second year of graduate study scored higher on HCK,SCK,KCS,KCT,and MKT than in the first year of graduate study,and significantly higher on KCT than in the first year of graduate study.(4)Both theoretical learning and practical experience have a certain impact on the MKT level of full-time masters of education.Participation in competitions,lecture experience,internship experience,reading specialized books outside the classroom,and taking the course "Secondary Mathematics from a High Perspective" can all contribute to the MKT level of the full-time M.Ed.degree,and the interaction of different factors also has an effect on each knowledge component of MKT.The study shows that there are certain deficiencies in the teaching-oriented mathematics knowledge of full-time master of education.Therefore,this study proposes the following recommendations for improving the MKT level of full-time master of education:(1)Focus on the balanced development of the five knowledge subcategories under MKT theory;(2)Solid specialized content knowledge and horizon content knowledge;(3)Strengthen theoretical knowledge and accumulate practical experience,gradual improvement of pedagogical content knowledge.