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What Kinds of Mathematics Learning are related to Prospective Elementary School Teachers' Mathematics Pedagogical Content Knowledge?  

KANG, Eun Kyung (Seoul Yangjae Elementary School)
Publication Information
Journal of Elementary Mathematics Education in Korea / v.19, no.3, 2015 , pp. 251-266 More about this Journal
Abstract
The statement, 'Taking more mathematics would result a better mathematics teacher.' sounds plausible. However, it is questionable that how much of taking university level of mathematics such as abstract algebra and real analysis would affect to teach elementary mathematics well. Would a mathematician be a better teacher for elementary students to teach mathematics than who has been prepared to teach elementary mathematics? This paper reports the effects of opportunities to learn tertiary level mathematics and school level mathematics on pre-service primary school teachers' mathematics pedagogical content knowledge. The study analyzed Teacher Education and Development Study in Mathematics 2008 (TEDS-M 2008) database using multiple regression. Prospective primary teachers who have been prepared as generalist were the focus of the study. The results support future elementary teachers might need to have opportunities to revisit school mathematics they are going to teach.
Keywords
Prospective Elementary School Teacher; Teacher Education; Opportunities to Learn;
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Times Cited By KSCI : 2  (Citation Analysis)
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