高等理科教育

本研究旨在调查数字赋能背景下职前数学教师基于信息技术支持的数学学科教学知识(TMPCK)发展水平，并探索性别、年级、班级和教资等因素对职前数学教师TMPCK水平表现的影响。研究以A师范大学的624名职前数学教师为研究对象，采用问卷调查与半结构化面对面访谈相结合的方式，借助SPSS软件，分析并比较了不同学生群体在TMPCK整体及4个子维度上的现状表现。研究发现:A师范大学职前数学教师TMPCK各个维度处于中等以上水平，但各维度均存在发展不完善的问题，不同学生群体在TMPCK表现水平上存在显著性差异。对此，研究提出了促进高师院校职前数学教师TMPCK发展的相关建议。

The purpose of this study was to investigate the level of development of pre-service mathematics teachers' Technology-supported Mathematics Subject Pedagogical Knowledge( TMPCK) in the context of digital empowerment,and to explore the effects of factors such as gender,grade,class,and teaching qualifications on the performance of pre-service mathematics teachers ' TMPCK level. The study was conducted with624 pre-service mathematics teachers from A Normal University. Using a combination of questionnaires and semi-structured face-to-face interviews,and with the help of SPSS software,the study analyzed and compared the current performance of different student groups on TMPCK as a whole and on the four sub-dimensions. The study found that all dimensions of TMPCK of pre-service math teachers in A Normal University are at the medium level or above,but there are problems of imperfect development in all dimensions,and there are significant differences in the level of performance of TMPCK among different student groups. In response to this status quo,this study puts forward recommendations related to promoting the development of TMPCK among preservice math teachers in higher education institutions.