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http://dx.doi.org/10.7468/jksmee.2011.25.4.693

An Analysis on the Pedagogical Content Knowledge of Natural number Concepts for Korean Elementary School Teachers  

Lee, Myeong-Hui (Seoul Bongeun Elementary School)
Whang, Woo-Hyung (Dept. of Math. Education, Korea University)
Publication Information
Communications of Mathematical Education / v.25, no.4, 2011 , pp. 693-734 More about this Journal
Abstract
The purpose of this research is to analyze the pedagogical content knowledge on the natural number concepts of Korean Elementary School Teachers. Shulman(1986b) had developed a tool in order to understand teachers' knowledge, as he defined three types of knowledge in teaching ; Subject Matter Knowledge, Curricular Knowledge, and Pedagogical Content Knowledge. Pang(2002) defined two types of elements including in the ways of teaching ; individual element, and sociocultural element. Two research questions are addressed; (1) What is the pedagogical content knowledge of Natural number Concepts for Korean Elementary School Teachers? ; (2) What factors are included in the pedagogical content knowledge of Natural number Concepts for Korean Elementary School Teachers? Findings reveal that (1) the Korean Elementary School Teachers had three types of the pedagogical content knowledge on the natural number concepts; (2) Teacher Factors were more included than Social-Cultural Factors in the pedagogical content knowledge on the natural number concepts of the Korean Elementary School Teachers. Further suggestions were made for future researches to include (1) a comparative study on teachers between ordinary teachers and those who majored mathematics education in the graduate school. (2) an analysis on the classroom activities about the natural number concepts.
Keywords
Natural number Concept; Pedagogical Content Knowledge; Elementary school teacher;
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