• Title, Summary, Keyword: 교수내용학적 지식

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A Multiple-Case Study of Preservice Secondary Mathematics Teachers' Teaching Demonstrations with Geometer's Sketchpad (예비 고등 수학교사들의 Geometer's Sketchpad 를 이용한 수업 시연에 관한 다중 사례 연구)

  • Kim, Somin
    • Journal of the Korean School Mathematics Society
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    • v.20 no.3
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    • pp.303-323
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    • 2017
  • This is a multiple-case study of how preservice secondary mathematics teachers teach a particular mathematics using a technological tool. In a performance interview, the preservice teachers demonstrated how they would teach a specific mathematical topic using Geometer's Sketchpad. The results of this study showed that the preservice teachers designed diverse types of lesson plans and implemented different pedagogical and technological techniques in their teaching demonstrations. The findings suggest that preservice teachers' pedagogical content knowledge is an important factor in the integration of technology into their mathematics teaching. Thus, mathematics teacher educators should help preservice teachers gain a robust pedagogical content knowledge in order to effectively teach mathematics with technological tools.

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A Meta Review of the Researches on PCK in Mathematics (수학의 교수학적 내용 지식(PCK)에 대한 연구의 메타적 검토)

  • Park, Kyung-Mee
    • The Mathematical Education
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    • v.48 no.1
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    • pp.93-105
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    • 2009
  • 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.

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An Analysis of Division in the Elementary School Mathematics Textbooks (초등학교 수학 교과서에 나타난 나눗셈 지도 방법에 대한 분석)

  • Kim, Yeon;Kang, Wan
    • Journal of Elementary Mathematics Education in Korea
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    • v.9 no.1
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    • pp.19-38
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    • 2005
  • There are differences in manner to be shown according to a basic point of view about knowledge in division which is traditional algorithm. The 1st and 2nd stage show didactic transpositions less systemic. The 3rd stage, which were influenced by the new math, uses logical mechanism. The 4th stage shows conceptual knowledge of the division independently. The 5th and 6th stage use concrete models which shows a course. The 7th stage constitutes contents systematically and shows many chances which focus on the formation of knowledge. The suggestions derived from such transition should be considered in the practice class and an elementary mathematics textbooks for meaningful learning.

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Analysis of pre-service teachers' cognition on a teacher education program in technology-friendly flipped classroom (공학 도구 친화적 거꾸로 수업에서 예비교사의 인식 분석)

  • Kim, Dong-Joong;Kim, Daesang;Choi, Sang-Ho
    • Communications of Mathematical Education
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    • v.32 no.4
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    • pp.455-475
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    • 2018
  • The purpose of this study is to investigate characteristics of pre-service teachers' cognition about learning through the use of technology by employing a teacher education program in the use of technology-friendly flipped classroom. For this purpose, 45 pre-service teachers participated in the study and they completed both pre- and post-surveys including questions about Technology Adopter Category Index(TACI) and Technological Pedagogical Content Knowledge(TPACK). They were also asked to write self-reflections on mathematics softwares(Geometer's Sketch Pad(GSP), Geogebra, Cabri 3D). Results show that the teacher education program in the use of technology-friendly flipped classroom affected pre-service teachers' cognitions of TACI and TPACK, and they perceived that technology integration helped students' mathematics learning process. Findings from this study indicate that ideas about how to develop a technology-friendly teacher education program are more specified..

An Analysis on Teaching Quadrilaterals in Elementary School Mathematics Textbooks (초등학교 수학 교과서에 나타난 사각형 지도 방법에 대한 분석)

  • Kim, Hyun-Jeong;Kang, Wan
    • Education of Primary School Mathematics
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    • v.11 no.2
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    • pp.141-159
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    • 2008
  • The purpose of this study id to delve into how elementary mathematics textbook deal with the quadrilaterals from a view of Didactic Transposition Theory. Concerning the instruction period and order, we have concluded the following: First, the instruction period and order of quadrilaterals were systemized when the system of Euclidian geometry was introduced, and have been modified a little bit since then, considering the psychological condition of students. Concerning the definition and presentation methods of quadrangles, we have concluded the following: First, starting from a mere introduction of shape, the definition have gradually formed academic system, as the requirements and systemicity were taken into consideration. Second, when presenting and introducing the definition, quadrilaterals were connected to real life. Concerning the contents and methods of instruction, we have concluded the following: First, the subject of learning has changed from textbook and teachers to students. Second, when presenting and introducing the definition, quadrilaterals were connected to real life. Third, when instructing the characteristics and inclusive relation, students could build up their knowledge by themselves, by questions and concrete operational activities. Fourth, constructions were aimed at understanding of the definition and characteristics of the figures, rather than at itself.

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Extension of Technology in TPACK: Tools, Application Software, and Programming (TPACK에서 테크놀로지의 확장, 도구, 응용 소프트웨어, 그리고 프로그래밍)

  • Choi, Jeong-Won;Lee, Eun-Kyoung;Lee, Young-Jun
    • Proceedings of the Korean Society of Computer Information Conference
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    • pp.137-138
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    • 2015
  • 학습 효과는 교사의 질을 능가할 수 없으므로 교사가 학습자를 어떻게 가르칠 것인가에 전략이나 방법은 학습자의 학습에 영향을 미치는 중요한 변인이 된다. 이러한 점에서 볼 때 교사는 교육학적 지식, 교과 내용학적 지식을 수업에 적절히 통합하는 능력을 갖추어야 한다. 특히 현대 사회는 테크놀로지가 발전하면서 수업에 테크놀로지를 활용하여 학습의 효과를 높이고자 하는 다양한 시도들이 이루어지고 있다. 테크놀로지라는 영역에 포함되는 것들을 살펴보면 주로 도구나 응용소프트웨어를 사용하는 것에 한정되어 있는 경우가 많다. 그러나 도구나 응용소프트웨어는 이들이 제공할 수 있는 기능 내에서만 활용 가능하다는 점에서 제약점이 있다. 따라서 본 연구에서는 TPACK의 테크놀로지 지식을 프로그래밍으로까지 그 범위를 확장하는 가능성에 대하여 논의하였다.

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A Study on the Relationship between Mathematics Teachers' Knowledge and Teaching Practice (수학교사의 지식과 수업 실제와의 관계)

  • 신현용;이종욱
    • The Mathematical Education
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    • v.43 no.3
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    • pp.257-273
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    • 2004
  • In this paper, we analyze what the components of mathematics teacher` knowledge are, and find that mathematics teacher need knowledge of three areas: subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge. Studies of practicing teachers suggest that When teachers lack understanding in their respective disciplines, it inhibits them from providing students the best learning opportunities, but that a teacher possessing pedagogical content knowledge provides learners with multiple approaches into learning. Some teachers having sound knowledge of mathematics and students were able to respond appropriately to students' questions, design appropriate learning activities involving a variety of mathematical representations, and orchestrate mathematical discourse in the classroom. Thus, it appears that mathematics teachers' knowledge positively affect teaching and student learning..

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Analysis of Pre-service Elementary School Teachers' Responses to MKT Applying Task - Focused on Kite (MKT 적용과제에 나타난 초등예비교사의 반응 고찰 - 연꼴을 중심으로)

  • Kwon, Sung-Yong
    • School Mathematics
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    • v.14 no.2
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    • pp.255-274
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    • 2012
  • The purpose of this study was to investigate the responses of pre-service elementary school teachers to the task that require to apply mathematics knowledge for teaching and from this investigation to draw some conclusions about teacher education. To do the study, task was to develop teaching materials and devise lesson plan for introducing the concept of plain figure 'kite'. For gathering data, 77 pre-service elementary school teachers were selected from the University of Education located in G city. Several conclusions were drawn as follow: first, task for applying MKT is needed to check whether pre-service teachers can apply. Second, assessment is needed to check what kind of MKT do pre-service elementary school teachers have.

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An Analysis of Teachers' Pedagogical Content Knowledge about Teaching Ratio and Rate (비와 비율 지도에 대한 교사의 PCK 분석)

  • Park, Seulah;Oh, Youngyoul
    • Journal of Elementary Mathematics Education in Korea
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    • v.21 no.1
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    • pp.215-241
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    • 2017
  • This study analyzed teachers' Pedagogical Content Knowledge (PCK) regarding the pedagogical aspect of the instruction of ratio and rate in order to look into teachers' problems during the process of teaching ratio and rate. This study aims to clarify problems in teachers' PCK and promote the consideration of the materialization of an effective and practical class in teaching ratio and rate by identifying the improvements based on problems indicated in PCK. We subdivided teachers' PCK into four areas: mathematical content knowledge, teaching method and evaluation knowledge, understanding knowledge about students' learning, and class situation knowledge. The conclusion of this study based on analysis of the results is as follows. First, in the 'mathematical content knowledge' aspect of PCK, teachers need to understand the concept of ratio from the perspective of multiplicative comparison of two quantities, and the concept of rate based on understanding of two quantities that are related proportionally. Also, teachers need to introduce ratio and rate by providing students with real-life context, differentiate ratios from fractions, and teach the usefulness of percentage in real life. Second, in the 'teaching method and evaluation knowledge' aspect of PCK, teachers need to establish teaching goals about the students' comprehension of the concept of ratio and rate and need to operate performance evaluation of the students' understanding of ratio and rate. Also, teachers need to improve their teaching methods such as discovery learning, research study and activity oriented methods. Third, in the 'understanding knowledge about students' learning' aspect of PCK, teachers need to diversify their teaching methods for correcting errors by suggesting activities to explore students' own errors rather than using explanation oriented correction. Also, teachers need to reflect students' affective aspects in mathematics class. Fourth, in the 'class situation knowledge' aspect of PCK, teachers need to supplement textbook activities with independent consciousness and need to diversify the form of class groups according to the character of the activities.

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An Analysis of South Korean Elementary Teachers' Knowledge regarding Educational Theory in Mathematics (초등학교 교사의 수학과 교수·학습 관련 이론에 대한 지식 분석)

  • Kim, Rina
    • Journal of Elementary Mathematics Education in Korea
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    • v.19 no.1
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    • pp.39-56
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    • 2015
  • The aim of the study presented in this paper was to explore South Korean elementary teachers' knowledge regarding educational theory in mathematics. An independent t-test and ANOVA are applied to examine elementary teachers' knowledge regarding educational theory in mathematics. Findings of this study suggest that there is a negative correlation between the teachers' knowledge regarding educational theory in mathematics and their teaching experiences as well as the teacher certification level. However, there is a little affect of the teachers' gender and educational backgrounds on the teachers' knowledge regarding educational theory in mathematics. The results of this quantitative study may broaden our understanding of the South Korean elementary teachers' knowledge for teaching mathematics, which have a deep impact on their teaching practice.