• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.265-287
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• 2013

The purpose of this study was to analyze the trends of domestic research on teacher knowledge in mathematics in terms of its conceptualizations of teacher knowledge, topics, methods, subjects, and content domains. For this purpose, the papers published in 9 professional journals during the recent 14 years (1999-2012) were analyzed by 5 criteria. The results of this study showed that the concept of PCK was the most frequent, whereas its subcategories appeared in different forms. The most frequent research topic was survey of teacher knowledge. The qualitative research methodology was more frequently used than the quantitative methodology, whereas mixed one was hardly used. The subjects for research included a little more elementary school teachers than secondary counterparts, but did similarly both pre-service and in-service teachers. Whereas both the research on number and operations in elementary mathematics education and the research on function in secondary were active, the rest of content domains were not. On the basis of these results, this paper provides several implications for future research direction in teacher knowledge in mathematics.

• Communications of Mathematical Education
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• v.15
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• pp.127-128
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• 2003

본 고에서는 교육대학의 3학년에 재학 중인 예비 초등교사들이 학생으로, 교생으로의 자신들의 경험을 중심으로 기술한 내용을 토대로 그들의 관점에서 본 수학에 대한 생각과 유능한 수학교사의 특징에 대하여 조사하였다. 이들 예비교사의 관점에서 보면 유능한 수학교사는 수학교과에 대한 수학 지식은 물론이고 수학교수에 대한 열정과 함께 학생들에 대한 관심과 사랑을 가지고 있어야한다.

• School Mathematics
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• v.15 no.2
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• pp.443-457
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• 2013

This study investigated the perceptions of beginning teachers about teacher knowledge. Reflections and improvement of their class knowledge have been perceived as the most important factors by beginning teachers. In terms of utilization of actual classes, teacher knowledge, mathematical concepts and correlations such as connection linked to class contents and hierarchy have been used the most. Among the needed teachers knowledge, knowledge of student understanding and mathematics content knowledge was the most essential knowledge that could be mainly formed through classroom experience and teacher training program. On the other hand, knowledge about technology and assessment was not necessary or useful factor for beginning teachers. To facilitate formation of beginning teachers' knowledge, teacher introductory program, mentoring program, interactive relationship with teacher education institutes, curriculum improvement for teacher education institute and the development and dissemination of various teachers training program would be required.

• Journal of the Korean School Mathematics Society
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• v.10 no.1
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• pp.1-25
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• 2007

The purpose of this study is to investigate the degree of mathematics teachers' recognition and understanding of mathematics education curriculum at the college of education. The subject of this study is 30 secondary school mathematics teachers who graduated from the department of mathematics education at the college of education. To accomplish this study, loather's knowledge is divided into two groups such as 'subject matter knowledge' (ready-made mathematics) and 'pedagogical content knowledge' (school mathematics and its teaching planning and methods). As a result, this study examines which subjects are required to achieve the pedagogical content knowledge in order to be a professional mathematics teacher.

• Education of Primary School Mathematics
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• v.17 no.3
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• pp.173-188
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• 2014

The aim of the case study presented in this paper was to explore mathematics curriculum knowledge of a South Korean elementary teacher. An in-depth case study is applied to examine mathematics curriculum knowledge that influences teachers' instructional process including analysis of diverse artifacts such as lesson plan, observation and interviews. Findings of this study suggest that mathematics curriculum knowledge has direct relevance to teaching a lesson, designing a lesson and assessing students' work. In addition, this study identified that mathematics curriculum knowledge may be divided into two sub-categories: vertical mathematics curriculum knowledge and horizontal mathematics curriculum knowledge. The results of this case study help our understanding of South Korean elementary teachers' mathematics curriculum knowledge, which has a deep impact on their teaching practice. Moreover, this cross-national research offers implications for researchers, policymakers, and teachers in U.S. as well as those in South Korea.

• The Mathematical Education
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• v.45 no.1 s.112
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• pp.75-96
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• 2006

The purpose of this study was to analyze how elementary pre-service teachers learned the pedagogical content knowledge of mathematics and to understand the challenges and difficulties that they experienced in the course of student teaching. A qualitative case study provided an in-depth description of the whole three weeks of student teaching process. Four pre-service teachers and two mentor teachers participated in this study. Multiple data collection techniques were used; classroom observations, in-depth interviews, document analysis, and researcher's field notes. The results of this study showed how pre-service teachers learn PCK of mathematics in designing mathematics lessons, understanding mathematics learners and delivering mathematics lessons and what are the difficulties and challenges they experienced. Finally this study discussed about some suggestions to pre-service program and future research.

• School Mathematics
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• v.7 no.3
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• pp.237-252
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• 2005

This study aims to present a model of mathematics classroom for gifted students by applying the social constructivism. An important function of good materials is promoting students' conjectures and discussions actively, and the model is appropriate to these kinds of materials. This model includes four stages, i. e. forming the subjective knowledge, objectifying, forming the objective knowledge, individual re-forming. And the four stages form a cycle working continuously on more progressive materials. This study presents an example of the classroom for fifteen students of grade 6 on the properties of multiples. Students performed so active investigations, and structured the con-tents learned effectively.

• Communications of Mathematical Education
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• v.26 no.3
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• pp.301-316
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• 2012

Ball, Thames & Phelps(2008) introduced the idea of Mathematical Knowledge for Teaching(MKT) teacher. Specialized Content Knowledge(SCK) is one of six categories in MKT. SCK is a knowledge base, useful especially for math teachers to analyze errors, evaluate alternative ideas, give mathematical explanations and use mathematical representation. The purpose of this study is to analyze the elementary teacher's SCK. 29 six graders made word problems with respect to division fraction $9/10{\div}2/5$. These word problems were classified four sentence types based on Sinicrope, Mick & Kolb(2002) and then representative four sentence types were given to 10 teachers who have taught six graders. Data analysis was conducted through the teachers' evaluation of the answers(word problems) and revision of students' mathematical errors. This study showed how to know meanings of fraction division for effective teaching. Moreover, it suggested several implications to develop SCK for teaching and learning.

• Communications of Mathematical Education
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• v.30 no.1
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• pp.101-120
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• 2016

The purposes of the study were to analyze pre-service mathematics teachers' MKT and to examine the perceptions of MKT to find implications for the improvement of pre-service mathematics teacher education program in the aspect of teachers' content knowledge. Twenty-six pre-service mathematics teachers participated in the survey to examine the perceptions of MKT and they also finished two MKT tasks which focused on a specific area of middle school geometry. According to the survey results, the participants thought that they have enough knowledge in all categories of MKT except KCT-2 and they appreciated the importance of MKT education in pre-service mathematics teacher education program. However, the participants showed difficulties in MKT task items which required SCK, KCS, KCT, especially, the proportions of those who showed appropriate knowledge on the items required SCK and KCT was less than 50%. These results show disagreement between the perceptions of pre-service mathematics teachers' MKT and practice of MKT.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.349-368
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• 2023

The purpose of this study is to explore ways for students to connect conceptual and procedural knowledge in mathematical modeling lessons. Accordingly, we selected the greatest common divisor among the learning contents in which elementary school students have difficulties connecting conceptual and procedural knowledge. A mathematical modeling lesson was designed and implemented to solve problems related to the greatest common divisor while connecting conceptual and procedural knowledge. As a result of the analysis, it was found that the mathematical modeling lesson had positive effects on students solving problems by connecting conceptual and procedural knowledge. In addition, through actual class application, a teaching and learning plan was derived to meaningfully connect conceptual and procedural knowledge in mathematical modeling lessons.