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

Abstract

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.