Research in Mathematical Education (한국수학교육학회지시리즈D:수학교육연구)

Korean Society of Mathematical Education (한국수학교육학회)
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Theoretical Discussion on Mathematical Knowledge for Teaching from Constructivists' Perspective

  • LEE, Soo Jin (Department of Mathematics Education, Korea National University of Education) ;
  • SHIN, Jaehong (Department of Mathematics Education, Korea National University of Education)
  • Received : 2015.05.09
  • Accepted : 2015.06.29
  • Published : 2015.06.30
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Abstract

In the present paper, we argue any research concerning human knowledge construction, components, or types needs to clarify its epistemological stance regarding 'knowledge' in that such viewpoint might have much influence on the nature of knowledge the researcher sees and the way in which evidence for knowledge development is gathered. Thus, we suggest two alternative research groups who conducted their studies on mathematical knowledge for teaching with an explicit epistemological standpoint. We finalize our discussion by reviewing concrete examples in the previous literature on teacher knowledge of fraction conducted by the two groups.

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References

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