• Title, Summary, Keyword: 교수내용학적 지식

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Semiotic Analysis on A Pre-service Teacher's Thinking Process in the Analysis and the Development of Mathematics Teaching Materials (예비교사의 수학 교수 자료 분석 및 개발 사례에 대한 기호학적 분석)

  • Kim, Sun Hee;Kim, Tae Ik
    • School Mathematics
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    • v.15 no.2
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    • pp.353-367
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    • 2013
  • A mathematics pre-service teacher T analyzed American mathematics textbooks and developed his teaching material for instruction. This study analyzed his thinking processes and results in the view of semiotics. If we regard the textbook as a sign and the unitary conversion that students should learn as an object of the sign, the interpretant of the sign is the pre-service teacher's analysis, which is conducted at the aspects of a subject matter knowledge and student understanding. T interpreted the textbook versatilely in terms of his knowledges and experiences. He developed his teaching materials as diagrams, did the diagrammatic thinking and became to have the hypostatic abstraction. This study is significant because it used semiotics for explaining T's thinking process.

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Trends and Tasks in Research on Didactic Transposition in Mathematics Education (교수학적 변환 연구의 동향과 과제)

  • Lee, Kyeong-Hwa
    • Journal of Educational Research in Mathematics
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    • v.26 no.2
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    • pp.173-188
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    • 2016
  • Research on didactic transposition in mathematics education has about 25-year and about 35-year long history in and out of Korea, respectively. This study attempts to investigate in trends of those research and to suggest tasks needed to be tackled. Major findings are followed. First, studies done in Korea tended to focus on the application of the didactic transposition theory for proving its effectiveness in understanding mathematics textbooks and mathematics lessons in-depth. It is suggested to conduct meta-analysis of the accumulated results or analysis of further applications of the didactic transposition theory to improve theoretical aspects of didactic transposition. Second, new categories for extreme teaching phenomenon were found and new typology in knowledge to be considered in the didactic transposition was developed in a few studies done in other subject matter education. Application of these to mathematics education may enhance research in didactic transposition of mathematical knowledge. Third, praxeology or a complex of praxeology for Korean school mathematics should be explored as did in other countries. Fourth, there have been rich attempts to link perspectives in didactic transposition to other perspectives or fields such as anthropology, human and education in technology era, praxeology theory in economics, epistemology in other countries but not in Korea. It is suggested to extend the scope of discussion on didactic transposition and to relate various concepts given in other disciplines. Fifth, clarification or negotiation of meaning for the main terms used in the discussion on didactic transposition such as personalization, contextualization, depersonalization, decontextualization, Topaze Effect, Meta-Cognitive Shift is suggested by comparing researchers' various descriptions or uses of the terms.

An Investigation of Beginning and Experienced Teachers' PCK and Teaching Practices - Middle School Functions - (초임교사와 경력교사의 교수학적 내용지식과 수업실제 분석 - 중학교 함수단원 -)

  • Choi, Yoon-Hwa;Choi, Sang-Ho;Kim, Dong-Joong
    • Journal of the Korean School Mathematics Society
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    • v.17 no.2
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    • pp.251-274
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    • 2014
  • The purpose of this study is to analyze characteristics of PCK before class, investigate how these characteristics are enacted in classrooms when beginning and experienced teachers teach mathematical functions, and provide pedagogical implications. Two beginning teachers and two experienced teachers participated in the study. In order to analyze characteristics of PCK before class, interviews and survey research were conducted. An investigation of classroom discourse was used to examine how the PCK characteristics appear in classrooms. Results show that experiences teachers enacted their PCK about learner, curriculum, teaching methods, and teaching environment in classrooms, whereas beginning teachers could not show their PCK. These results suggest practical implications for the developments of teacher education curriculum and teacher training program.

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Mathematics Preservice Teachers' Disposition about Methods of Instruction Which Is Based on Shulman's Pedagogical Reasoning (중등 수학 예비 교사들의 다양한 교수.학습 방법에 대한 성향)

  • Lee, Kwang-Ho
    • Journal of the Korean School Mathematics Society
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    • v.12 no.1
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    • pp.1-25
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    • 2009
  • The purpose of this research is the investigation of mathematics pre service teachers' disposition. Their disposition will be used for preposition of preservice Leacher program for making pre service teachers' participate any program willingly and extend their thinking. For this research, the researcher collected various data from investigation-presentation, report for practice and beauty of mathematics, micro teaching, and peer-evaluation. Preservice teachers had positive attitude for mathematics. They described their feeling, thinking and reflection about various methods of instruction and prefer to have micro teaching. They described that the investigation-presentation was needed to change some. From the results, the teacher preparation program is needed to integrate theory and practice to make preservice teachers gain profound knowledge on pedagogical content knowledge by making them high their interest and sensitivity on mathematics.

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A Study of Teachers' Pedagogical Content Knowledge about Area of Plane Figure (평면도형의 넓이 지도에 대한 교사의 PCK 분석)

  • Park, Sun Young;Kang, Wan
    • Journal of Educational Research in Mathematics
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    • v.22 no.4
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    • pp.495-515
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    • 2012
  • This study is to diversely analyze teachers' Pedagogical Content Knowledge (PCK) regarding to the area of plane figures and discuss the consideration for the materialization of the effective class in learning the area of plane figures by identifying the improvements based on problems indicated in PCK. The subjects of inquiry are what the problems with teachers' PCK regarding to the area of plane figures are and how they can be improved. In which is the first domain of PCK, teachers need to fully understand the concept of the area and the properties and classification of the area and length, recognized the sequence structure as a subject of guidance and improve the direction which naturally connects the flow of measurement by using random units in guidance of the area. In which is the second domain of PCK, teachers need to establish understanding of the concept for the area and understanding of a formula as a subject matter object and improve the activity, discovery and research oriented class for students as a guidance method by escaping from teacher oriented expository class and calculation oriented repetitive learning. They also need to avoid the biased evaluation of using a formula and evenly evaluate whether students understand the concept of the area as a performance evaluation method. In which is the third domain of PCK, teachers need to fully understand the concept of the area rather than explanation oriented correction and fundamentally teach students about errors by suggesting the activity to explore the properties of the area and length. They also need to plan a method to reflect student's affective aspects besides a compliment and encouragement and apply this method to the class. In which is the fourth domain of PCK, teachers need to increase the use of random units by having an independent consciousness about textbooks and supplementing the activity of textbooks and restructure textbooks by suggesting problematic situations in a real life and teaching the sequence structure. Also, class groups will need to be divided into an entire group, individual group, partner group and normal group.

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The Effects of Prior Knowledge and Development Procedure to Teaching Materials Developed by the Pre-service Earth Science Teachers-Focused on the Teaching Materials in the Schoolyard (예비 지구과학교사들의 선행지식과 개발 절차가 교수학습 자료에 미치는 영향: 교정에 적용할 수 있는 자료를 중심으로)

  • Chung, Duk-Ho
    • Journal of the Korean earth science society
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    • v.32 no.1
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    • pp.140-151
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    • 2011
  • This study is to search the problems of schoolyard teaching material developed by pre-service earth science teachers and the critical factors affecting material making. The 258 schoolyard teaching materials was collected from 54 pre-service earth science teachers (male: 18, female: 36) major in Earth Science Education in Jeonju, Korea. The schoolyard teaching materials was greatly influenced by making process type of it and the prior knowledge of pre-service earth science teachers. As schoolyard preference exploratory type rely on their prior knowledge to develop the schoolyard teaching materials, they made use of the limited concepts like fault in material making. But the concept preference exploratory type made use of concepts not accessible to majority of pre-service earth science teachers because they selected a concept from the earth science textbook first of all. The pre-service earth science teachers having wrong prior knowledge selected inappropriate resources, as well as fell into the error of concept connecting. The pre-service earth science teachers having right prior knowledge partly considered only shape of resources, but had a disregard for formation process of it in material making. Accordingly, we need to reflect richly Geological Field Trip and Solid Earth Science to curriculum for earth science teacher education. And we have to educate pre-service earth science teachers to create holistic concept on the geological subject matter knowledge, field based teaching and learning strategy, material making process.

An Analysis of Elementary School Teachers' PCK about N÷0 (수÷0에 대한 초등교사의 PCK 분석)

  • Lim, Miin;Chang, Hyewon
    • Journal of Educational Research in Mathematics
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    • v.25 no.4
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    • pp.657-673
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    • 2015
  • In this study, we are interested in the teachers' MCK about '$N{\div}0$' and MPCK in relation to the proper ways to teach it. Even though '$N{\div}0$' is not on the current curriculum and textbooks of elementary school mathematics, a few students sometimes ask a question about it because the division of the form '$a{\div}b$' is dealt in whole number including 0. Teacher's obvious understanding and appropriate guidance based on students' levels can avoid students' error and have positive effects on their subsequent learning. Therefore, we developed an interview form to investigate teachers' MCK about '$N{\div}0$' and MPCK of the proper ways to teach it and carried out individual interviews with 30 elementary school teachers. The results of the analysis of these interviews reveal that some teachers do not have proper MCK about '$N{\div}0$' and many of them have no idea on how to teach their students who are asking about '$N{\div}0$'. Based on our discussion of the results, we suggest some didactical implications.

An Analysis of Teachers' Knowledge about Correlation - Focused on Two-Way Tables - (상관관계에 대한 교사 지식 분석 - 2×2 분할표를 중심으로 -)

  • Shin, Bomi
    • School Mathematics
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    • v.19 no.3
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    • pp.461-480
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    • 2017
  • The aim of this study was to analyze characteristics of teachers' knowledge about correlation with data presented in $2{\times}2$ tables. In order to achieve the aim, this study conducted didactical analysis about two-way tables through examining previous researches and developed a questionnaire with reference to the results of the analysis. The questionnaire was given to 53 middle and high school teachers and qualitative methods were used to analyze the data obtained from the written responses by the participants. This study also elaborated the framework descriptors for interpreting the teachers' responses in the light of the didactical analysis and the data was elucidated in terms of this framework. The specific features of teachers' knowledge about correlation with data presented in $2{\times}2$ tables were categorized into three types as a result. This study raised several implications for teachers' professional development for effective mathematics instruction about correlation and related concepts dealt with in probability and statistics.

A Case Study on Elementary Pre-service Teachers' Pedagogical Content Knowledge of Mathematics that Learned in the Course of Student Teaching (교육실습 과정에서 배우는 초등예비교사의 수학 교수학적 내용 지식에 관한 사례연구)

  • Nam Yun-Sug;Jeon Pyung-Kook
    • The Mathematical Education
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    • v.45 no.1
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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.

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Mathematical Rhymes in Oriental Mathematics and Their Didactical Implications (동양 수학에서의 구결 및 그 교수학적 함의)

  • Chang, Hye-Won
    • Journal for History of Mathematics
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    • v.19 no.4
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    • pp.13-30
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    • 2006
  • The purpose of this study is to investigate the meaning and roles of rhymes in oriental mathematics. To do this, we consider the rhymes in traditional chinese, korean, indian, arabian mathematical books and the mathematical knowledge which they implicate. And we discuss the reasons for which they were often used and the roles which they played. In addition, we suggest how to use them in teaching mathematics.

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