한국수학교육학회지시리즈D:수학교육연구 (Research in Mathematical Education)

  • 제18권3호
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  • Pages.171-185
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  • 2014
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  • 1226-6191(pISSN)
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  • 2287-9943(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
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Prospective Teachers' Competency in Teaching how to Compare Geometric Figures: The Concept of Congruent Triangles as an Example

  • Leung, K.C. Issic (Department of Mathematics and Information Technology, Hong Kong Institute of Education) ;
  • Ding, Lin (Department of Mathematics and Information Technology, Hong Kong Institute of Education) ;
  • Leung, Allen Yuk Lun (Department of Education Study, Hong Kong Baptist University) ;
  • Wong, Ngai Ying (Department of Curriculum and Instruction, Faculty of Education, Chinese University of Hong Kong)
  • 투고 : 2014.02.11
  • 심사 : 2014.09.25
  • 발행 : 2014.09.30
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초록

Mathematically deductive reasoning skill is one of the major learning objectives stated in senior secondary curriculum (CDC & HKEAA, 2007, page 15). Ironically, student performance during routine assessments on geometric reasoning, such as proving geometric propositions and justifying geometric properties, is far below teacher expectations. One might argue that this is caused by teachers' lack of relevant subject content knowledge. However, recent research findings have revealed that teachers' knowledge of teaching (e.g., Ball et al., 2009) and their deductive reasoning skills also play a crucial role in student learning. Prior to a comprehensive investigation on teacher competency, we use a case study to investigate teachers' knowledge competency on how to teach their students to mathematically argue that, for example, two triangles are congruent. Deductive reasoning skill is essential to geometry. The initial findings indicate that both subject and pedagogical content knowledge are essential for effectively teaching this challenging topic. We conclude our study by suggesting a method that teachers can use to further improve their teaching effectiveness.

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참고문헌

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