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The key to increasing students mathematical knowledge is to put knowledgeable teachers in each classroom (Sowder, 2007).Shanghai students got outstanding performance in PISA 2012 and 2009, which prompts the author s interest in novice mathematics teachers professional development in Shanghai.Teacher professional development is considered to be a learning process of teachers which is situated in and influenced by sociocultural contexts.For novice teachers in Shanghai, mentoring occurred in their early stage of on-going teaching, and is considered as an essential factor influencing their learning.However, there have not been enough evidences on this issue from a combination of socio-cultural and learners perspectives.A 2-year longitudinal study is conducted to investigate teacher beliefs, knowledge and teaching to portrait the professional development process of high school novice mathematics teachers in Shanghai in their early stage of teaching career, and to reveal factors that influence the development from socio-cultural contexts.Four novice mathematics teachers in key high schools in Shanghai who have got a master s degree in mathematics or mathematics education, and began teaching mathematics at the time the study were recruited.Data will be collected in four rounds in the four semesters of the two years respectively, and multiple sources are involved including related documents, semi-structured interviews, and classroom observation.This presentation will mainly show the concepts in the research to form the conceptual framework of the research, and preliminary findings from the data.