1 |
Kwak, J., & Ryu, H. (2008). Comparative analysis of the PCK of teachers on plane figure and their educational practice, School Mathematics, 10(3), 423-441.
|
2 |
Ministry of Education (2015), Researchers in the Curriculum Development Policy for the 2015 Revised Curriculum 3rd Workshop book, Ministry of Education.
|
3 |
Kim, D.-J., Shin, J., Lee, J., Lim, W., Lee, Y., & Choi, S. (2019). Conceptualizing discursive teaching capacity: A case study of a middle school mathematics teacher, School Mathematics, 21(2), 291-318.
DOI
|
4 |
Kim, M. J. (2012). A comparative analysis of Teacher's PCK(Pedagogical Content Knowledge) on similar figures and classroom practices, Master's thesis, Ewha Womans University.
|
5 |
Kim, B., & Ryu, S. (2011). An analysis of the PCK of teachers and their educational practice about division of decimals, Journal of elementary mathematics education in Korea, 15(3), 533-557.
|
6 |
Choi, S., & Kim, D.-J. (2019). A mathematics teacher's discursive competence on the basis of mathematical competencies, Communications of Mathematical Education, 33(3), 377-394.
|
7 |
Cheo, S., & Hwang, H. (2008). The research on pedagogical content knowledge in mathematics teaching, Journal of the Korean school mathematics society, 11(4), 569-593.
|
8 |
Choi, Y., Choi, S., & Kim, D.-J. (2014). An investigation of beginning and experienced teachers' PCK and teaching practices -Middle school functions-, Journal of the Korean school mathematics society, 17(2), 251-274.
|
9 |
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
DOI
|
10 |
Cochran, K. L., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-272.
DOI
|
11 |
Marks, R. (1990). Pedagogical content knowledge: From a mathematical case to a modified conception, Journal of Teacher Education, 41(3), 3-11.
DOI
|
12 |
Merriam, S. B. (2010). 정성연구방법론과 사례연구, (강윤수, 고상숙, 권오남, 류희찬, 박만구, 방정숙, 이중권, 정인철, 황우형 역). 서울: 교우사. (영어초판은 1988년 출판).
|
13 |
National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
|
14 |
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one, Educational Researcher, 27(2), 4-13.
DOI
|
15 |
Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. New York: Cambridge University Press.
|
16 |
An, S., & Pang, J. (2006). An analysis of the relationship between teachers' pedagogical content knowledge and teaching practice: Focusing on the area of plane figure, Journal of educational research in mathematics, 16(1), 25-41.
|
17 |
Kim, B., & Ryu, S. (2011). Comparative analysis of teachers' PCK and their educational practice about fraction, School Mathematics, 13(4), 675-696.
|
18 |
Kim, S. K. (2015). Research on the relationship between the quality of mathematics classes and pedagogical content knowledge revealed in classes, Doctorate thesis, Kyungpook National University.
|
19 |
Pang, J. (2001). An analysis of factors affecting teaching methods of a mathematics teacher. Communications of Mathematical Education, 12, 331-347.
|
20 |
Jung, J. W. (2015). Analysis on the inconsistency between pre-service secondary science teachers' lesson plans and their teaching practices, Master's thesis, Dankook University.
|
21 |
Jin, S. M. (2012). Analysis on mathematical communication and questioning types in the videos of excellent classes of middle schools, Master's thesis, Korea National University of education.
|
22 |
Choi, S. H. (2018). Mathematics teachers' discursive competency -Based on the formation process of social norm and sociomathematical norm-, Doctorate thesis, Korea University.
|
23 |
Choi, S., Ha, J., & Kim, D.-J. (2016). A communicational approach to mathematical process appeared in a peer mentoring teaching method, Communications of Mathematical Education, 30(3), 375-392.
DOI
|
24 |
Choi, S., & Kim, D.-J. (2017). Effects of a communicational approach to teacher education on cognitive changes in mathematical beliefs, Korean journal of teacher education, 33(4), 25-50.
|
25 |
Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher education and development study in mathematics(TEDS-M): Policy, practice and readiness to teach primary and secondary mathematics, East Lansing, MI: Teacher Education and Development International Study Center, College of Education, Michigan State University.
|
26 |
Shulman, L. S. (1986). Those who understand: knowledge growth in teaching, Educational researcher, 15(2), 4-14.
DOI
|
27 |
Smith, J. P., diSessa, A. A., & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The journal of the learning sciences, 3(2), 115-163.
DOI
|
28 |
Smith, M. S., & Stein, M. K. (2011). 5 practices for orchestrating productive mathematics discussion. Reston, VA: NCTM.
|
29 |
Vygotsky, L. S. (1986). Thought and language. Cambridge, M. A.: MIT Press.
|
30 |
Wittgenstein, L. (1953/2003). Philosophical investigations: The German text, with a revised English translation(3rd ed., G. E. M. Anscombe, Trans.). Malden, MA: Blackwell.
|
31 |
Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for research in mathematics education, 27(4), 458-477.
DOI
|
32 |
Young, A. C., Reiser, R. A., & Dick, W. (1998). Do superior teachers employ systematic instructional planning procedures? A descriptive study. Educational technology research & development, 46(2), 65-78.
DOI
|