Yangkai Zhang1, Yali Zhu2
1Chongqing Second Foreign Language School of Sichuan Institute of foreign languages, Chongqing Nanan, 400065, China
2School of Mathematics and Information Science, Henan Normal University, Henan Xinxiang 453002, China
The author defines the KCS of mathematics teachers from the perspective of the problem posing, constructs a comparative framework between pre-service teachers and in-service teachers, investigates the current situation of pre-service teachers and in-service teachers KCS, and examines the differences between pre-service teachers and in-service teachers KCS from the perspectives of existing knowledge structure, acceptance ability and mathematical thinking. The study found that in-service teachers had a better understanding of students' existing knowledge structure than pre-service teachers, but their understanding of students' acceptance ability and mathematical thinking was slightly better than that of in-service teachers.
KCS, Problem Posture, Pre-Service Teachers, In-Service Teachers
Yangkai Zhang, Yali Zhu. Comparative Study of KCS between Pre-service Teachers and In-service Teachers--Based on the Perspective of Problem Posing. Frontiers in Educational Research (2021) Vol. 4, Issue 13: 9-17. https://doi.org/10.25236/FER.2021.041303.
 Shulman, L.S.. Educational Researcher, 1986, 15(2): 4--14. (in Chinese)
 Ball, D.L., et al. Content Knowledge for Teaching: What Makes It Special? [J] Journal of Teacher Education, 2008, 59 (5): 389 -- 407.
 Pang Yali. Research on MKT Status and Development of Pre-service Mathematics Teachers [D]. Shanghai: East China Normal University, 2011.
 Li Xinlian, Song Naiqing et al. Journal of mathematics education, 2019, 28(02): 1-6.
 Cai, J.. Mathematical Thinking and Learning, 2005, 7(2): 135 -- 169.
 Cai, J., & Hwang, S. (2019). Learning to teach mathematics through problem posing: Theoretical considerations, methodology, and directions for future research. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2019.01.001 Online First.
 Cai, J, (2005).U.S. and Chinese Teachers' Constructing, Knowing, and Evaluating Representations to Teach Mathematics 7 (2), 135-169.
 Li Huaijun, ZHANG Weizhong.Journal of mathematics education, 2019, 28(05): 2-8.
 Zhou Ruohong, LU Chuanhan.Journal of Guizhou Normal University, 2002(02): 24-30. (in Chinese)
 Silver,E.A.,et al.An Analysis of Arithmetic Problem Posing by Middle School Students [J], Journal for Research in Math Education, 1996, 27(5): 521-539.
 Zhang Huirong, Wu Jingyu.Journal of Southwest University (Social Science Edition), 201, 47(02): 118-127.