The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
권호 표지

A Meta Review of the Researches on PCK in Mathematics

수학의 교수학적 내용 지식(PCK)에 대한 연구의 메타적 검토

  • Published : 2009.02.28
Download PDF
⟨ Previous Next ⟩

Abstract

Considering the fact that PCK(pedogogical content knowledge) tends to guarantee the identity of mathematics education as a discipline and the teacher professionalism, PCK is one of the core concepts in the research on subject matter education. The purpose of this study is to review domestic and international researches on the definition and the components of PCK in mathematics. Based on the review, this study identified 3 knowledges which consist PCK; knowedge of mathematic content, knowledge of learner's understanding, and knowledge of teaching. Then this study provided some examples of PKC in the topic, the limit of sequences, and introduced the LMT and TEDS-M items, which were designed to measure the teacher's PCK. Lastly, this study attempted to evaluate the items on mathematics education included in the Teacher Employment Test administered for pre-service/. teachers in Korea based on PCK.

Keywords

References

  1. 강윤수.전성아 (2006). 수학과예비교사들의 교수학적 지식 형성 과정 탐구 : 함수 개념을 중심으로. 한국수학교육학회지 시리즈 A <수학교육> 45(2), pp.217-230.
  2. 김구연 (2007). Pedagogical Content Knowledge: A Case Study of a Middle School Mathematics Teacher. 수학교육학연구, 17(3), pp.295-308.
  3. 김남희.나귀수.박경미.이경화.정영옥.홍진곤 (2006). 수학교육과정과 교재연구, 서울: 경문사.
  4. 박경미 (1997). 수학교육학의 학문적 정체성 탐구를 위한 소고. 대한수학교육학회 논문집, 6(2), pp.115-127.
  5. 박선화 (1998). 수학적 극한개념의 이해에 관한 연구. 서울대학교 대학원 교육학 박사학위 논문.
  6. 박임숙.김홍기 (2002). 고등학교에서의 극한개념 교수.학습에 관한 연구. 수학교육학연구, 12(4), pp.557-582.
  7. 신현용.이종욱 (2004). 수학교사의 지식과 수업 실제와의 관계. 한국수학교육학회지 시리즈 A <수학교육> 43(3), pp.257-273.
  8. 안선영 (2006). 평면도형의 넓이에 대한 교사의 교수학적 내용 지식과 수업 실제와의 관계 분석. 한국교육대학교 대학원 석사학위논문.
  9. 이돈희.박순경.박경미 (1997). 수학교과학연구. 한국교육개발원 연구보고 RR97-16-3.
  10. 이종욱 (2005). 분수에 대한 교사 지식의 변화에 관한 연구. 한국교원대학교 대학원 박사학위논문.
  11. 조성민 (2006). 교육과정 실행의 관점에서 본 수학교사 지식과 수업의 관련성 연구 -고등학교 함수 내용을 중심으로-. 이화여자대학교 대학원 석사학위논문.
  12. 최승현 (2007a). 교육과정 개정에 따른 수학과 내용 교수 지식(PCK) 연구. 한국교육과정평가원 연구보고 RRI 2007-3-2.
  13. 최승현 (2007b). 수학과 내용 교수 지식(PCK) 및 수업 컨설팅 연수. 한국교육과정평가원 연구보고 ORM2007-18-1.
  14. An, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education, 7, pp.145-172. https://doi.org/10.1023/B:JMTE.0000021943.35739.1c
  15. Borko, H., & Putnam, R. T. (1996). Learning to teach. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of Educational Psychology (pp.673-708). New York: Simon & Schuster Macmillan.
  16. Cochran, K. L., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), pp.263-272. https://doi.org/10.1177/0022487193044004004
  17. Fan, L,. & Cheong, N. P. C. (2002). Investigating the Sources of Singaporean mathematics teachers'-pedagogical knowledge. In D. Edge & B. H. Yap (eds.), Mathematics Education for a Knowledge-based Era (pp.224-231). Singapore: AME.
  18. Fung (1999). Pedagogical Content Knowledge versus Subject Matter Knowledge: An illustration in the primary school mathematics context of Hong Kong. Ph.D. thesis. The University of Hong Kong.
  19. Grossman, P. L. (1990). The Making of a Teacher: Teacher Knowledge and Teacher Education. Teachers College Press.
  20. Hill, H. C., Schilling, S. G., & Ball, D. L. (2004). Developing measures of teachers' mathematics knowledge for teaching. The Elementary School Journal, 105(1), pp.11-30. https://doi.org/10.1086/428763
  21. Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), pp.371-406. https://doi.org/10.3102/00028312042002371
  22. Hill, H. C., Sleep, L., Lewis, J. M., & Ball, D. L. (2007). Assessing teachers' mathematical knowledge. In F. Lester (Ed.), Second Handbook of Research on Mathematics Teaching and Learning(pp.111-155). Reston, VA: National Council of Teachers of Mathematics.
  23. Kahan, J. A., Cooper, D. A., & Bethea, K. A. (2003). The role of mathematics teachers' content knowledge in their teaching: A framework for research applied to a study of student teachers. Journal of Mathematics Teacher Education, 6, pp.223-252. https://doi.org/10.1023/A:1025175812582
  24. Klein, F. (1908). Elementarmathematik vorn Hoheren Standpunkte aus: Arithmetik, Algebra, Analysis (Vol. 1). Leipzig: Teubner.
  25. Klein, F. (1932). Elementary Mathematics from an Advanced Standpoint: Arithmetic, Algebra, Analysis (Vol. 1, 3rd ed., E. R. Hedrick & C. A. Noble, trans). New York: Macmillan.
  26. Ma, L. (1999). Knowing and Teaching Elementary Mathematics. Mahwah, N.J.: Lawrence Erlbaum Associates, Publishers.
  27. McEwan, H., and Bull, B. (1991). The Pedagogic Nature of Subject Matter Knowledge. American Educational Research Journal, 28(2), pp.316-334. https://doi.org/10.3102/00028312028002316
  28. NCTM (1991). Professional Standards for Teaching Mathematics. Reston, VA.: The National Council of Teachers of Mathematics.
  29. NCTM (2007). Mathematics teaching Today. Reston, VA.: The National Council of Teachers of Mathematics.
  30. Sfard, A. (1991). On the dual nature of mathematical conception: Reflections on process and objects as different sides of the same coin. Educational Studies in Mathematics, 22. pp.1-36. https://doi.org/10.1007/BF00302715
  31. Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, pp.4-14.
  32. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), pp.1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411