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http://dx.doi.org/10.7468/mathedu.2019.58.2.299

Change of teacher knowledge through task design in the teacher-researcher community : Focused on knowledge of students in the area of derivatives application  

Lee, Kyeong-Hwa (Seoul National University, Center of Education Research)
Song, Chang-Geun (Seoul National University)
Jung, Hye-Yun (Sejong Science High School)
Publication Information
The Mathematical Education / v.58, no.2, 2019 , pp. 299-317 More about this Journal
Abstract
In this study, we analyzed the change of teacher knowledge through task design in the teacher-researcher community focused on knowledge of students in the area of derivatives application. The following subjects were studied. First, we have analyzed the focus of the discussion related to teacher knowledge of students within the teacher-researcher community. Second, we have analyzed the change of teacher knowledge of students according to the focus. The results of this study are as follows. First, community member' different knowledge of students led the discussion on the task solving paths. The main focus of the discussion was the possibility in inducing responses and motivation. Second, the process of reviewing and evaluating task solving paths and reaching consensus led the improvement of teacher knowledge. Teachers and researchers led changes of teacher knowledge by sharing the knowledge based on previous research and experience, respectively. This ultimately shows the necessity of co-learning between teachers and researchers in teacher education.
Keywords
teacher-researcher community; task design; teacher education; knowledge about students; derivatives application;
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Times Cited By KSCI : 3  (Citation Analysis)
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