班级数学教育质量是影响幼儿数学学习的重要因素，教师数学学科教学知识直接影响班级数学教育质量。本文以北京市48位幼儿园教师及其所在班级的数学教育质量为研究对象，通过基于视频的问卷调查和非参与式课堂观察，分别调查教师的数学学科教学知识和班级的物质环境、数学集体教学活动、游戏活动及生活活动。分析教师的数学学科教学知识、班级数学教育质量的现状及影响因素，并探究教师的数学学科教学知识与其所在班级的数学教育质量之间的关系。 研究发现：幼儿园教师数学学科教学知识整体处于中等水平，活动相关的学科内容知识得分最低，儿童相关的学科内容知识内部差异较大。不同职称、不同园所等级教师之间数学学科教学知识四个维度与总分之间不存在显著差异。不同教龄教师在数学学科教学知识总分上存在显著差异；不同学历教师在活动相关的学科内容知识与总分上存在显著差异。教师数学学科教学知识各维度与总分之间显著相关，学科教学法知识是教师数学学科教学知识的关键因素。班级数学教育质量整体水平中等中等偏上，教学内容维度得分最高，内部差异也较小，教学语言/互动维度得分最低，教学设计与实施维度得分内部差异较大。不同职称教师所在的班级数学教育质量不存在显著差异；不同教龄教师在教学语言/互动维度得分上存在显著差异；不同学历教师在班级数学教育质量物质环境创设维度得分上存在显著差异；在物质环境创设、教学设计与实施、教学语言/互动及班级数学教育质量总体得分上公办园显著高于民办园；在园所等级方面，除幼儿表现维度之外，不同园所等级教师所在的班级数学教育质量各维度和总分上有显著差异，园所等级越高班级数学教育质量越好。班级数学教育质量各维度与总分之间显著相关，教学语言、教学设计与实施及幼儿表现是班级数学教育质量的关键指标。采用相关和回归分析探究教师数学学科教学知识与班级数学教育质量二者之间的关系，发现教师数学学科教学知识是影响班级数学教育质量的一个重要因素，学科教学法知识对班级数学教育质量的总分、幼儿表现、教学设计与实施及教学语言/互动这几个维度具有显著预测力。 基于本论文的研究结论，本研究提出了改善幼儿园教师学科教学知识水平和提升班级数学教育质量的相关建议。

The quality of mathematical education in classrooms is an important factor affecting children's mathematical learning. Mathematics Pedagogical Content Knowledge(MPCK) of kindergarten teachers directly affects the quality of mathematical education in classrooms. This paper takes the quality of the mathematical education of 48 kindergarten teachers in Beijing and their classes as the research object, through video-based questionnaire surveys and non-participatory classroom activities on the class physical environment, mathematical collective teaching activities, game activities, and life activities. Observe and analyze the current status and influencing factors of teachers 'MPCK, the current status and influencing factors of mathematical education quality in classrooms, and then explore the relationship between MPCK of kindergarten teachers and the quality of mathematical education in classrooms. The study found that MPCK of kindergarten teachers is at a medium level overall, activity-related content knowledge has the lowest score, and child-related content knowledge has a large internal difference. There is no significant difference between the four dimensions and the total scores of MPCK among teachers with different professional titles and different kindergarten levels. The teachers of different teaching ages have significant differences in the total MPCK scores; there are significant differences in MPCK total scores and activity-related content knowledge of different academic qualifications. The overall quality of mathematical education in classrooms is at a medium-upper level, the score of teaching content is the highest, and internal differences are small. The teaching language/interaction dimension has the lowest score, and there is a big difference between the teaching design and implementation dimension. There is no significant difference in the quality of mathematical education among teachers with different titles. There are significant differences in teaching languages/interactions between teachers of different teaching ages, and there are significant differences among teachers of different qualifications in the dimension of establishing the physical environment. In the establishment of physical environment, teaching design and implementation, teachingl language/ interaction, and total quality of mathematical education, the classrooms of public kindergartens are significantly higher than that of non-governmental kindergartens. In addition to the performance dimension of children, there are statistically significant differences in other dimensions and total scores of classrooms mathematical education of different kindergarten levels. The higher level of the kindergarten, the better quality of mathematical education in classrooms. Using correlation and regression analysis to explore the relationship between teacher’s MPCK and classrooms mathematics education quality, it is found that teacher ’s MPCK has a certain influence on the quality of mathematical education in classrooms, in which pedagogy knowledge has significant predictive power on the total scores of mathematics education quality in classrooms, children's performance, instructional design and implementation, and instructional language/interaction. Based on the research conclusions of this paper, this study puts forward suggestions for improving the level of kindergarten teachers' MPCK and improving the quality of mathematics education in classrooms.