A STUDY INTO THE CURRENT SITUATION AND COUNTERMEASURES OF TPACK FOR PRIMARY SCHOOL MATHEMATICS TEACHERS IN INNER MONGOLIA
Abstract. Technological Pedagogical Content Knowledge (TPACK) is a new type of teacher knowledge framework, a new definition of the structure of teachers' professional knowledge in the information age, and an important indicator for evaluating teachers' information teaching ability in the information age. This paper first introduces the design of the TPACK questionnaire; then conducts a statistical analysis of the data after the survey (the basic situation of the primary school mathematics teacher in Inner Mongolia and the analysis of the status quo of the teacher TPACK). Based on the existing problems of primary school mathematics teachers TPACK in Inner Mongolia, this article puts forward the countermeasures to promote the development of teachers’ TPACK by improving teachers’ “subject education technology ability” and practicing multiple action paths systematically.