Research on the Factors Influencing Middle School Teachers’ Mathematics Pedagogical Content Knowledge
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It is the development of a mathematics teachers’ teaching knowledge that manifests a mathematics teacher’s professional knowledge growth. It is becoming a direct and effective approach of conversion of mathematical knowledge into the knowledge of mathematics teaching. Through the investigation, the study revealed that the knowledge conversion process of mathematics teachers in middle school is restricted by three aspects including eight factors. From this point, the authors have structured the path and model on influencing factors of middle school Mathematics Teaching Knowledge Conversion (MPCK), and discuss the mechanism of the transformation process.
Abstract
It is the development of a mathematics teachers’ teaching knowledge that manifests a mathematics teacher’s professional knowledge growth. It is becoming a direct and effective approach of conversion of mathematical knowledge into the knowledge of mathematics teaching. Through the investigation, the study revealed that the knowledge conversion process of mathematics teachers in middle school is restricted by three aspects including eight factors. From this point, the authors have structured the path and model on influencing factors of middle school Mathematics Teaching Knowledge Conversion (MPCK), and discuss the mechanism of the transformation process.
참고문헌 (6)
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- Shulman, L. S., "Those who understand: Knowledge growth in teaching", Educational Researcher, 15(2), pp.4~14 (1986)
- Shulman, L. S., "Knowledge and Teaching: Foundations of the New Reform", Harvard Educational Review, 57(1), pp.1~22 (1987)
- Tong, Li, "The inspiration of Shulman’s theory of knowledge transformation to teacher’s knowledge development", Shanghai Education Research, 2008(3), pp.10~13 (2009)
- Wang, Xiong, "The mathematics learning based on schema", 박사, pp.2005