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Interpretation of Teacher Knowledge in Geometry with Shulman - Fischbein Framework: Cases of US Preservice Teachers  

Kim, Ji Sun (University of Georgia)
Publication Information
Journal of the Korean School Mathematics Society / v.21, no.2, 2018 , pp. 113-139 More about this Journal
Abstract
There is no doubt about the importance of teacher knowledge for good teaching. Many researches attempted to conceptualize elements and features of teacher knowledge for teaching in a quantitative way. Unlike existing researches, this article suggests an interpretation of preservice teacher knowledge in the field of geometry using the Shulman - Fischbein framework in a qualitative way. Seven female preservice teachers voluntarily participated in this research and they performed a series of written tasks that asked their subject matter knowledge (SMK) and pedagogical content knowledge (PCK). Their responses were analyzed according to mathematical algorithmic -, formal -, and intuitive - SMK and PCK. The interpretation revealed that preservice teachers had overally strong SMK, their deeply rooted SMK did not change, their SMK affected their PCK, they had appropriate PCK with regard to knowledge of student, and they tended to less focus on mathematical intuitive - PCK when they considered instructional strategies. The understanding of preservice teachers' knowledge throughout the analysis using Shulman-Fischbein framework will be able to help design teacher preparation programs.
Keywords
preservice teachers' knowledge of content and students; algorithmic; formal; intuitive mathematical SMK and PCK; geometry; misconceptions;
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