• Title, Summary, Keyword: 교수내용학적 지식

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A Study on the Development of Pedagogical Content Knowledge on Fraction in the Elementary School Mathematics (초등수학에서 분수에 관한 교수학적 내용 지식 개발 연구)

  • Lee, Dae-Hyun
    • Journal of the Korean School Mathematics Society
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    • v.10 no.2
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    • pp.149-171
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    • 2007
  • This study is aimed at development of pedagogical content knowledge on fraction in the elementary school mathematics. Elementary students regard fraction as the difficult topic in school mathematics. Furthermore, fraction is the fundamentally important concept in studying mathematics. So it is important to develop the pedagogical content knowledge on fraction. The reason of attention to the pedagogical content knowledge is that improving the quality of teaching is the central focus of a high quality mathematics education. Shulman suggested that various knowledges are required for teacher to improve their classes. Of course, pedagogical content knowledge is the most valuable in teaching mathematics. Pedagogical content knowledge is related to the promotion of students' understanding about the learning. Pedagogical content knowledges are categorized by five factors in this study. These are understanding about curriculum, understanding about students and students' knowledge, understanding about teachers and teachers' knowledge, understanding about the methods, contents, and management of class, and understanding about methods of assessments. I develop the pedagogical content knowledge on fraction according to the these categories. I concentrate on the two types of pedagogical content knowledges in developing. That is, I present knowledges which teachers have to know for teaching fraction effectively and materials which teachers can use during the teaching fraction. Pedagogical content knowledges guarantee teachers as the professionalists. Teachers should not teach only content knowledges but teach various knowledges including the meta-knowledges which have relation to fraction.

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An Analysis on the Pedagogical Content Knowledge of Natural number Concepts for Korean Elementary School Teachers (초등 교사의 자연수 개념에 대한 교수학적 내용지식 분석)

  • Lee, Myeong-Hui;Whang, Woo-Hyung
    • Communications of Mathematical Education
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    • v.25 no.4
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    • pp.693-734
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    • 2011
  • The purpose of this research is to analyze the pedagogical content knowledge on the natural number concepts of Korean Elementary School Teachers. Shulman(1986b) had developed a tool in order to understand teachers' knowledge, as he defined three types of knowledge in teaching ; Subject Matter Knowledge, Curricular Knowledge, and Pedagogical Content Knowledge. Pang(2002) defined two types of elements including in the ways of teaching ; individual element, and sociocultural element. Two research questions are addressed; (1) What is the pedagogical content knowledge of Natural number Concepts for Korean Elementary School Teachers? ; (2) What factors are included in the pedagogical content knowledge of Natural number Concepts for Korean Elementary School Teachers? Findings reveal that (1) the Korean Elementary School Teachers had three types of the pedagogical content knowledge on the natural number concepts; (2) Teacher Factors were more included than Social-Cultural Factors in the pedagogical content knowledge on the natural number concepts of the Korean Elementary School Teachers. Further suggestions were made for future researches to include (1) a comparative study on teachers between ordinary teachers and those who majored mathematics education in the graduate school. (2) an analysis on the classroom activities about the natural number concepts.

Teaching Definitions without Definitions: How Can Preservice Teachers Teach Differently? (정의 없이 정의 가르치기: 예비교사는 어떻게 자신이 배웠던 방식과 다르게 가르칠 수 있는가?)

  • Lee, Ji Hyun
    • Journal of Educational Research in Mathematics
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    • v.24 no.3
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    • pp.311-331
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    • 2014
  • For preservice teachers' instrumental-to-relational pedagogical content knowledge transformations, this research designed several didactical tasks based on Kinach's cognitive strategies. The researcher identified preservice teachers' understanding about what is a definition and how to teach it. By challenging their fixed ideas about definitions, the researcher could motivate them to embrace the new teaching approach which guides reinvention of definitions. The PCK development was not the simple process of filling their tabular rasa PCK with theories of mathematics education, but the dialectical process of identifying, challenging, changing and extending preservice teachers' existent PCK. This research will contribute to explore new directions of mathematics teachers' PCK development and the method of teacher education.

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An Analysis of Novice Teachers' Pedagogical Content Knowledge in Elementary Mathematics Teaching (초등학교 수학 수업에 나타난 초임교사의 교수학적 내용 지식 분석)

  • Kim, Yu-Kyung;Pang, Jeong-Suk
    • Journal of the Korean School Mathematics Society
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    • v.15 no.1
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    • pp.27-51
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    • 2012
  • This paper analyzed the pedagogical content knowledge (PCK) presented in three novice teachers' mathematics instruction. PCK was analyzed in terms of the knowledge of mathematics content, the knowledge of students' understanding, and the knowledge of teaching methods. Teacher A executed a concept-oriented instruction with manipulative materials because she had difficulties in learning mathematics during her childhood. Teacher B attempted to implement an inquiry-centered instruction in the lesson of looking for the area of a trapezoid. Teacher C focused on the real-life connection to mathematics instruction. There were substantial differences among the teachers' PCK revealed in mathematics teaching, depending on their instructional goals. The detailed analyses of three teachers' teaching in terms of their PCK will give rise to the issues and suggestions of professional development for beginning elementary school teachers in mathematics teaching.

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An Analysis of Teachers' Pedagogical Content Knowledge on Probability (확률에 대한 교사의 교수학적 내용 지식 분석)

  • Shin, Bo-Mi
    • School Mathematics
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    • v.10 no.3
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    • pp.463-487
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    • 2008
  • The purpose of this study was to analyze teachers' pedagogical content knowledge on probability. Teachers' pedagogical content knowledge on probability was analyzed in detail into 2 categories: (a) subject matter knowledge, (b) knowledge of students' understanding and misunderstanding. The results showed, in terms of the subject matter knowledge, that the teachers have some probability misconception. And, it showed, in the point of the knowledge of students' understanding, they could not explain why students have difficulties to solve some tasks with regard to probability. This study raised several implications for teachers' professional development for effective mathematics instruction.

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Construction of Preservice Biology Teachers' NOS Pedagogical Content Knowledge within Biology Teaching Context (생물 교수 맥락 내에서 예비 생물교사의 과학의 본성 교수내용학적 지식의 구축)

  • Kim, Sun Young
    • Journal of The Korean Association For Science Education
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    • v.36 no.1
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    • pp.147-158
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    • 2016
  • This study examined the changes of preservice biology teachers' NOS pedagogical content knowledge through two consecutive science methods courses: NOS understandings; attitudes toward teaching science; difficulties of NOS teaching; NOS teaching strategies; and views of orientation of NOS teaching. During the science methods course I, the preservice teachers engaged in discussions and reflections on what science is and how scientific knowledge has produced, drawing NOS aspects from episodes of history of science, and planning the lessons cooperating NOS instructional objectives. Then the next semester, through the science methods course II, the preservice teachers had a chance of the simulated teaching by adopting NOS teaching and learning activities in the context of the secondary biology context. The preservice teachers, further, reflected on their NOS teaching. The results showed that the preservice teachers constructed the NOS pedagogical content knowledge. They significantly improved their views of NOS and its teaching(p<.05) after the science methods course I, and retained their understanding after the science methods course II(p>.05). The preservice teachers mentioned the difficulties of teaching NOS in the secondary biology context, and further suggested effective NOS teaching methods in their reflective journals.

An Analysis of the Relationship between Teachers' Pedagogical Content Knowledge and Teaching Practice: Focusing on the Area of Plane Figure (평면도형의 넓이에 대한 교사의 교수학적 내용 지식과 수업 실제 분석)

  • An Sun-Young;Pang Jeong-Suk
    • Journal of Educational Research in Mathematics
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    • v.16 no.1
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    • pp.25-41
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    • 2006
  • The purpose of this study was to analyze teachers' pedagogical content knowledge (PCK) about area of plane figure and how it was actualized in instruction. As an exploratory, qualitative, and comparative case study, 2 fifth-grade teachers were selected. Semi-structured interviews with the leachers were conducted in order to explore their PCK with regard to the area of plane figure. A total of 14 mathematics instructions were videotaped and transcribed. Teachers' PCK and classroom teaching practices were analyzed in detail into 3 categories: (a) knowledge of mathematics contents, (b) knowledge of students' understanding, and (c) knowledge of instructional methods. As such, this paper provided a detailed description on each teacher's PCK and her teaching practice. The results showed that teachers' PCK had a significant impact on instruction. The teacher who had rich knowledge about the area of plane figure was able to encourage students to understand the concept of area and to or explore the principles behind formula calculating various areas of plane geometry. The results demonstrated the importance of individual components of PCK as well as that of overall level of PCK. Different aspects of teaching practices were observed as to how the teachers had internalized PCK. On the basis of a close relationship between teachers' PCK and their teaching practice, this paper finally raised several implications for teachers' professional development for effective mathematics instruction.

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Pedagogical Content Knowledge: A Case Study of a Middle School Mathematics Teacher (교수법적 내용 지식: 미국 중학교 수학 교사 사례 연구)

  • Kim, Goo-Yeon
    • Journal of Educational Research in Mathematics
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    • v.17 no.3
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    • pp.295-308
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    • 2007
  • The purpose of this paper was to investigate the pedagogical content knowledge of a middle school mathematics teacher manifested in his mathematics instruction by identifying the components of the pedagogical content knowledge of the teacher. For the purpose of the study, I conducted an interpretive case study by collecting qualitative data. The results showed that the pedagogical content knowledge of the teacher was characterized by: (a) knowledge of mathematics including connection among topics and various ways of solving problems; (b) knowledge of students' understanding involving students' misconceptions, common errors, difficulties, and confusions; and (c) knowledge of pedagogy consisting of his efforts to motivate his students by providing realistic applications of mathematical topics and his use of materials.

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A Practical Study on Didactical Transposition in the Highschool Trigonometric Function for Closer Use of Manipulative, and for More Real, Principle Based (교수공학 친화적, 실용적, 교수학적 변환의 실제적 연구(10-나 삼각함수 단원을 중심으로))

  • Lee, Young-Ha;Shin, Jung-Eun
    • School Mathematics
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    • v.11 no.1
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    • pp.111-129
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    • 2009
  • This paper is about didactical transposition, which is to transpose academic knowledge into practical knowledge intended to teach. The research questions are addressed as follows. 1. Are the 13 mathematics textbooks of the 10-Na level indisputable regarding with the didactical transposition, in terms that the order of arrangement and the way of explaining the knowledge of trigonometric functions being analyzed and that its logical construction and students' understandings are considered? 2. Can some transpositions for easier use of didactical manipulative, for more practical and for more principle based be proposed? To answer these questions, this research examined previous studies of mathematics education, specifically the organization of the textbook and the trigonometric functions, and also compared orders of arranging and ways of explaining trigonometric functions from the perspective of didactical transposition of 13 versions of the 10-Na level reorganized under the 7th curriculum. The paper investigated what lacks in the present textbook and sought a teaching guideline of trigonometric functions(especially about sector and graph, period, characters of trigonometric function, and sine rule).

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A Comparative Study between the Lectures on the Practices of Mathematics Education in the Courses for Pre-service Elementary Teachers of Two University in United States and Korea - Focussed on two professors' cases - (미국과 한국의 초등 교원 양성 과정에서 수학교육의 실제에 대한 수업 비교 연구 - 두 교수의 사례를 중심으로 -)

  • Seo, Dong-Yeop
    • Journal of Elementary Mathematics Education in Korea
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    • v.14 no.3
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    • pp.547-565
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    • 2010
  • The study aims to compare between two lectures of elementary mathematics education in United States and Korea based on the Ball et al.'s classification of mathematical knowledge for teaching. The lecturers are a professor of University in United States and me. In both lectures, subjects and contents of lectures are much similar but there are many different things. And the differences are mainly due to the area of pedagogical content knowledge, especially either knowledge of content and students or knowledge of content and teaching. Also the different courses of both universities are one of important causes of the differences. The study will be able to contribute to the studies on the improvement of our course, elementary mathematics education.

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