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Frontiers in Educational Research, 2021, 4(13); doi: 10.25236/FER.2021.041303.

Comparative Study of KCS between Pre-service Teachers and In-service Teachers--Based on the Perspective of Problem Posing


Yangkai Zhang1, Yali Zhu2

Corresponding Author:
Yangkai Zhang

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

Cite This Paper

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.


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