A Comparative Study Of TPACK Levels Among High School Mathematics Teacher

Information technology in education is the requirement and trend of the times in today’s world.As information technology penetrates deeply into the classroom,TPACK gradually enters the vision of many scholars,and focusing on the development of teachers’ TPACK ability subsequently becomes a new requirement put forward in the new era.There is a close relationship between information technology and the characteristics of the subject of senior secondary mathematics itself,and the content of functions occupies an extremely important position in the senior secondary mathematics curriculum,so focusing on different types of Mathematics teachers’ TPACK level development in teaching functions has positive implications for the future of mathematics teaching.In this paper,94 novice,experienced and expert high school mathematics teachers in Nanchong,Sichuan Province were used as the subjects of this study.Using questionnaires and interview studies,the overall and seven dimensions of TPACK of different types of mathematics teachers were analysed descriptively,differently and internally correlated from both quantitative and qualitative perspectives in relation to their knowledge of high school functions,and based on the results of the study,an attempt was made to provide The study found thatFirstly,in the descriptive analysis,all three types of mathematics teachers scored as expert teachers and novice teachers on the overall TPACK and its seven dimensions,and the scores of each dimension showed that the level of TPACK gradually increased with the accumulation of teaching experience.related knowledge scores were low in all three categories.Secondly,in the analysis of variance,there were significant differences between the three categories of teachers in all dimensions except for the TPACK dimension,where there were no significant differences between skilled and expert teachers,and the differences between skilled and expert teachers were more pronounced in the TK and CK dimensions,and to a greater extent between novice and skilled teachers in the other dimensions.Academic qualifications influenced the level of TPACK of the skilled teachers,as teachers’ level of function teaching increased,the use of professional mathematics teaching software gradually increased,teachers’ knowledge of function teaching with integrated technology advanced step by step,novice teachers were more concerned about student performance,skilled teachers were less motivated than novice teachers,expert teachers emphasized more on the ability to be active and innovative,and there were conceptual differences among the three on TPACK.Finally,in the correlation analysis,there was a high positive correlation between the three types of teachers’ TPACK levels and each factor,and the correlation was higher between them and two-dimensional composite knowledge,but the correlation between them and technical knowledge was relatively weak.Based on the above research,the author proposes development strategies for each of the three types of teachers and the education sector in order to promote the development of TPACK levels of different types of teachers,and finally points out the shortcomings of this study and provides an outlook for the next research.