참고문헌
- Ball, D. L. (1990). The mathematical understandings that prospective teachers bring to teacher education. The Elementary School Journal, 90, 449-466. https://doi.org/10.1086/461626
- Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special. Journal of Teacher Education, 59(5), 398-407.
- Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.2307/1175860
- Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y. (2010). Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133-180. doi: 10.3102/0002831209345157
- Begle, E. G. (1972). Critical variables in mathematics education: Findings from a survey of the empirical literature. Washington, DC: Mathematical Association of America and National Council of Teachers of Mathematics.
- Blomeke, S. (2012). Does greater teacher knowledge lead to student orientation? The relationship between teacher knowledge and teacher beliefs. In J. Konig (Ed.), Teachers' Pedagogical Beliefs (pp. 15-35). Retrieved from https://play.google.com/books/reader?id=MYyRBYGIYTQC&printsec=frontcover&output=reader&authuser=0&hl=en&pg=GBS.PA3
- Hill, H. C., & Ball, D. L. (2004). Learning mathematics for teaching: Results from California's Mathematics Professional Development Institutes. Journal of Research in Mathematics Education, 35, 330-351. https://doi.org/10.2307/30034819
- Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372-400.
- Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406. https://doi.org/10.3102/00028312042002371
- IBM Corp. (Released 2012). IBM SPSS Statistics for Windows, Version 21.0. Armonk, NY:IBM Corp.
- Meinck, S., & Rodriguez, M. (2011, May). Particular considerations for correlation analysis using data from the Teacher Education and Development Study in Mathematics (TEDS-M). Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada. Retrieved from http://www.allacademic.com/meta/p492570_index.html
- Morine-Dershimer, G., & Kent, T. (1999). The complex nature and sources of teachers' pedagogical content knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 21-50). Dordrecht, The Netherlands: Kluwer.
- O'brien, R. M. (2007). A caution regarding rules of thumb for variance inflation factors. Quality & Quantity, 41(5), 673-690. https://doi.org/10.1007/s11135-006-9018-6
- Oh, Y. (2012). A research on teachers' professional development of mathematics, Journal of Elementary Mathematics Education in Korea, 16(3), 389-401.
- Rollnick, M., Bennett, J., Rhemtula, M., Dharse, N., & Ndlovu, T. (2008). The place of subject matter knowledge in pedagogical content knowledge: A case study of South Africa teachers teaching the amount of substance and chemical equilibrium. International Journal of Science Education, 30(10), 1365-1387. https://doi.org/10.1080/09500690802187025
- Rowland, T., Huckstep, P., & Thwaites, A. (2005). Elementary teachers' mathematics subject knowledge: The knowledge quartet and the case of Naomi. Journal of Mathematics Teacher Education, 8, 255-281. https://doi.org/10.1007/s10857-005-0853-5
- Seo, D. Y.(2010) 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 - Focusses on two professors' cases - . Journal of Elementary Mathematics Education in Korea, 14(3), 547-565.
- Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.2307/1175860
- Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
- Song, K. & Pang, J. (2008). An analysis of pre-service teachers' pedagogical content knowledge about decimal calculation. Journal of Elementary Mathematics Education in Korea, 12(1), 1-25.
- Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Policy, practice, and readiness to teach primary and secondary mathematics. Conceptual framework. East 100 Lansing: Teacher Education and Development International Study Center, College of Education, Michigan State University.
- Tatto, M. T., Schwille J., Senk, S., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M., & Reckase, M. (2012). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
- Tatto, M. T., & Senk, S. (2011). The mathematics education of future primary and secondary teachers: methods and findings from the Teacher Education and Development Study in Mathematics. Journal of Teacher Education, 62(2), 121-137. https://doi.org/10.1177/0022487110391807
- Tchoshanov, M. A. (2011). Relationship between teacher knowledge of concepts and connections, teaching practice, and student achievement in middle grades mathematics. Educational Studies in Mathematics, 76, 141-164. doi:10.1007/s10649-010-9269-y
- Tchoshanov, M. A., Lesser, L., & Salazar, J. (2008). Teacher knowledge and student achievement: Revealing patterns. Journal of Mathematics Education Leadership, 10(2), 38-48.
- Warfield, J. (2001). Where mathematics content knowledge matters. In T. Wood, B. S. Nelson, & J. Warfield (Eds.), Beyond classical pedagogy: Teaching elementary school mathematics (pp. 135-155). Mahwah, NJ: Erlbaum.