Abstract
In this paper, we explore the T-TPACK knowledge structure of mathematics teachers, and conduct questionnaire test on teachers who have a supportive attitude towards using information technologies and who are not active in applying information technologies. Based on the collected data, we conduct horizontal and vertical comparison analysis of the TPACK knowledge structure of mathematics teachers in each stage to understand the relationship between each element and find the general law of the TPACK structure of mathematics teachers, thereby distinguishing the teachers’ enthusiasm for the use of information technology, and comparing the TPACK structure between teachers who consider information technology as a necessary literacy and who don’t. All these provide references for the further improvement of teachers’ TPACK knowledge structure, so that in the future teachers would apply their own TPACK knowledge structure and information technology environment to design their teaching and promote the development of students’ mathematical thinking.
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