• Human Ecology Research
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• 제58권1호
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• pp.105-120
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• 2020

This study helps infant teachers practice a constructivism-based teacher education program that supports infant mathematical inquiry activities and examines improvements in mathematical teaching knowledge, mathematical teaching initiatives, mathematical interaction, constructivism belief and mathematical teaching efficacy. Twenty two experiment group infant teachers and twenty two comparison group infant teachers were chosen at two workforce educare centers. The experiment group infant teachers participated in 18 sessions of a constructivism teacher training program for 8 weeks, but the comparison group infant teachers did not take part in the program. Pretest and post-tests were implemented for the mathematical teaching knowledge, mathematical teaching initiatives, mathematical interactions, constructivism belief and mathematical teaching efficacy in the experiment group. Independent sample t-test and ANCOVA were tested using Windows SPSS statistics 21.0. The homogeneity test for the experiment and comparison group revealed significant differences. ANCOVA was carried out after the pretest score was controlled as a co-variance. Significant differences were indicated in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. The results indicated that a constructivism-based teacher education program to support infant mathematical inquiry activities influenced improvements in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. This study proved the effects of the program based on constructivism theory content for the knowledge, skills and attitude about infant teaching of mathematical initiatives and practiced a program of exploration, investigation, application and assessment for infant teachers. The results can help infant teachers teach mathematical exploration activities and help activate infant mathematical exploration activities.

• 한국수학교육학회지시리즈A:수학교육
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• 제59권3호
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• pp.237-254
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• 2020

본 논문은 수업을 위한 수학적 지식과 수업의 질에 대한 상관관계를 보고하는 연구이다. 선다형 평가 문항 유형의 설문지를 이용하여 교사들의 수업을 위한 수학적 지식을 수집하였고, 촬영된 그 교사들의 수업을 수학 수업 분석 도구를 이용하여 수업의 질을 평가하였다. 두 점수들의 상관관계를 통계적으로 분석하여, 유의미한 양적 상관관계가 있음을 보고한다. 또한, 수집된 수업 영상과 교사들의 인터뷰 자료의 분석을 통해 수업을 위한 수학적 지식이 중재하지 못하는 수업의 질과 관련된 요소를 찾아내었다. 이러한 결과를 기반으로 수학 교사 교육에 대해 논의한다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권2호
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• pp.129-148
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• 2014

In this study, we examined the relationships among years of teaching experience, professional rank, number of courses taken, and knowledge of algebra for teaching (KAT). 338 in-service and 376 pre-service secondary mathematics teachers in China completed a KAT questionnaire. Various statistical techniques were employed to examine these relationships. The pre-service participants teachers performed statistically significantly higher in advanced mathematics knowledge than their in-service counterparts. Among the inservice teachers, senior teachers had scored higher in school mathematics and teaching mathematics, compared with junior teachers. Yet participants' advanced mathematics knowledge decreased as their professional rank advanced or their teaching experience increased. The number of courses taken has significantly positive correlation with school mathematics knowledge and advanced mathematics knowledge. The implications of these findings for mathematics teacher education are discussed.

• East Asian mathematical journal
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• 제39권2호
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• pp.141-166
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• 2023

The purpose of this study is to confirm the MKT(Mathematical Knowledge for Teaching) of the in-service mathematics teachers on the statistics(Representative value, Degree of scattering) through the comparative analysis between the sub-elements of the MKT. In addition, it is to examine the factors that cause the difference of the subjects' MKT. To accomplish this, by the subject of 12 secondary in-service mathematics teachers, in this study the test items of the MKT on the statistics were developed and data were collected and analyzed. As a result of the analysis of the MKT test sheet, the CCK(Common Content Knowledge) and SCK(Specialized Content Knowledge) of the mathematics teacher was confirmed as a high score, whereas the and KCS(Knowledge of Content and Students) and KCT(Knowldge of Curriculum and teaching) were confirmed as low scores. In addition, through these results, it was shown that the difference in MKT's elements the middle school and high school teachers obtain occurred slightly.

• 한국수학교육학회지시리즈A:수학교육
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• 제54권4호
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• pp.351-363
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• 2015

In this study, 45 pre-service mathematics teachers were surveyed about how the perception of knowledge through teaching practicum have changed and how the knowledge learned in college and teaching practicum helped to format teachers' knowledge and analyzed survey's result. Pre-service mathematics teachers felt the knowledge for understanding students were needed the most and considered the experiences from teaching practicum were more useful than the knowledge learned from college classes. However, they had low appreciations on connecting knowledge on learned contents with real-life or other subjects and on necessity of knowledge of using various learning tools or mathematical materials in class. Also, they have answered the knowledges from college classes and teaching practicum were useless in those areas. Especially, they pointed out that guidance teachers during teaching practicum were insufficient in instructing. Therefore, we suggest the following two to improve the teaching ability of pre-service mathematics teachers through teaching practicum. First, college and secondary school cooperating programs such as class-observation and student-mentor system connected with local society should be developed. Second, the special re-training program for guidance teachers of teaching practicum is needed.

• 한국수학교육학회지시리즈A:수학교육
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• 제48권4호
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• pp.399-417
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• 2009

The purpose of this study was to explore the adaptability of U.S. multiple-choice items to measure Mathematical Knowledge for Teaching (MKT) in Korea. For this purpose, the authors selected the number and operations form B which was developed by Learning Mathematics for Teaching (LMT) project at the University of Michigan and then adapted items in terms of general cultural context, school cultural context, mathematical substances, and language in Korea. The survey was administrated to 77 Korean in-service teachers who had more than three years of teaching experiences. Based on the survey, the authors compared the data to that of U.S. teachers who had participated California's Mathematics Professional Development Institute. As a result, the survey measures less knowledge Korean teachers than more knowledgable Korean teachers and there are strong correlations of relative item difficulties between Korean teachers and U.S. teachers for both Content Knowledge (CK) items and Knowledge of Content and Students (KCS) items. This study implies the future direction for developing items to measure teacher knowledge as well as designing effective teacher education programs.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제19권2호
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• pp.101-115
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• 2015

In the present paper, we argue any research concerning human knowledge construction, components, or types needs to clarify its epistemological stance regarding 'knowledge' in that such viewpoint might have much influence on the nature of knowledge the researcher sees and the way in which evidence for knowledge development is gathered. Thus, we suggest two alternative research groups who conducted their studies on mathematical knowledge for teaching with an explicit epistemological standpoint. We finalize our discussion by reviewing concrete examples in the previous literature on teacher knowledge of fraction conducted by the two groups.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제14권4호
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• pp.323-332
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• 2010

It is the development of a mathematics teachers' teaching knowledge that manifests a mathematics teacher's professional knowledge growth. It is becoming a direct and effective approach of conversion of mathematical knowledge into the knowledge of mathematics teaching. Through the investigation, the study revealed that the knowledge conversion process of mathematics teachers in middle school is restricted by three aspects including eight factors. From this point, the authors have structured the path and model on influencing factors of middle school Mathematics Teaching Knowledge Conversion (MPCK), and discuss the mechanism of the transformation process.

• East Asian mathematical journal
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• 제31권4호
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• pp.527-546
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• 2015

Mathematics teachers' knowledge and abilities for effective mathematics teaching has been discussed by many mathematics educators and researchers. This study surveyed the perspectives on the knowledge and abilities for good mathematics teaching of inservice and preservice teachers based on their teaching experiences. The perspectives of the two teacher groups about teachers' knowledge and abilities for teaching mathematics are very different. The results from this study are expected to give information on developing teacher education curriculum and programs.

• 한국학교수학회논문집
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• 제11권4호
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• pp.595-608
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• 2008

본 연구는 효과적인 수한 괴수(teaching)를 위해 괴사들이 갖추어야 할 지식 기반영역들을 소개하고, 지식 기반 영역 중에서도 가장 핵심 영역인 수학적 지식에 대한 다양한 정의와 구조에 관한 모델을 소개하고자 한다. 이를 통해, 본 연구는 교사지식 영역에 대한 전반적인 이해를 제공 할 뿐만 아니라, 수학적 지식에 대한 구체적이고 이론적인 틀을 제공하고자 한다.