Browse > Article
http://dx.doi.org/10.7468/jksmee.2020.34.3.257

A Study on the development and effect of the MKT development program for pre-service mathematics teachers  

Ok, Bo-myoung (Graduate School, Dankook University)
Han, Hyesook (Department of Mathematics Education, Dankook University)
Publication Information
Communications of Mathematical Education / v.34, no.3, 2020 , pp. 257-276 More about this Journal
Abstract
In this study, the MKT level of pre-service mathematics teachers in the area of permutations and combinations was investigated, and MKT-Development Program(MKT-DP) focused on improving the MKT of pre-service mathematics teachers was developed and implemented to examine the effects of the program on the MKT in the area of permutations and combinations. Twenty-nine pre-service mathematics teachers participated in a four-week MKT-DP and MKT pre and post tests. According to the MKT pre test results for permutation and combination areas, pre-service teachers who participated in this study showed low levels of MKT in the permutation and combination areas, especially, the level of SCK and KCT was quite low. In order to examine the effects of MKT-DP, the results of pre- and post-MKT tests were analyzed, and a significant difference between pre- and post-tests was found only in the KCT sub-category. This shows that the MKT-DP developed in this study is effective in improving pre-services teachers' KCT in the area of permutation and combination. Although there were no statistically significant differences between the three remaining sub-categories(CCK, SCK, and KCS), the positive influence of MKT-DP can be expected throughout MKT, as a result of some level increase in post-test compared to the pre-test.
Keywords
permutation; combination; pre-service mathematics teacher; MKT;
Citations & Related Records
Times Cited By KSCI : 7  (Citation Analysis)
연도 인용수 순위
1 Pettry, D. L. (2016). The development of specialized content knowledge in beginning algebra among secondary mathematics pre-service teachers. Unpublished doctorial dissertation, Montana State University.
2 Kim, Y. K., & Pang, J. S. (2012). An analysis of novice teachers' pedagogical content knowledge in elementary mathematics teaching, Journal of the Korean School Mathematics Society, 15(1), 27-51.
3 Kim, J. Y. (2019). An analysis on students' mathematical errors and teachers' MKT in permutation and combination, Unpublished master's thesis. Yonsei University, Seoul.
4 Kim, H. G. (2012). Elementary pre-service teachers' mathematical knowledge for teaching(MKT) on number and operations, Communications of Mathematical Education, 26(1), 71-84.   DOI
5 Mun, J., & Kim, G. (2015). Measuring and analysis teachers' mathematical knowledge for teaching(MKT) of function, School Mathematics, 17(3), 469-492.
6 Park, K. (2016). An investigation into the pre-service mathematics teachers' knowledge of content and students, Journal of Educational Research in Mathematics, 26(2), 269-285.
7 Seo, S. J. (2009). A study on students' mathematical misconceptions and errors for permutation and combination, Unpublished master's thesis. Kookmin University, Seoul.
8 Yang, S. A., & Lee, S. J. (2019). Secondary teachers' advanced knowledge for teaching algebra, School Mathematics, 21(2), 419-439.   DOI
9 Yoon, H. K., & Kwon, O. N. (2011). Pre-service and in-service teachers' MKT about the concept of vector, School Mathematics, 13(4), 615-632.
10 Lee, K. A (2014). An analysis of errors in solving combination and permutation problems. Unpublished master's thesis, Chonnam National University, Gwangju, Korea.
11 Lee, M. H. (2014). An analysis of the TPACK cultivation process and model building of middle school pre-service mathematics teachers, Unpublished Doctoral dissertation, Ewha Womans University, Seoul.
12 Lee, J. H. (2009). Studies on class activities for developing pre-service teachers' practical knowledge, The Journal of Educational Studies, 40(1), 1-33.
13 Lee, J. H., Lee, J. Y., & Choi, Y. (2005). Analysis of variables and errors of the combinatorial problem, School Mathematics, 7(2), 123-137.
14 Lee, H. S. (2011). Mathematical knowledge for teaching(MKT) on the number and operation and their teaching practice, Unpublished master's thesis. Korea National University of Education, Chung-Buk, Korea.
15 Lee, H. (2019). The effect of professional development program of mathematics pedagogical contents knowledge for elementary school teacher, School Matehmatics, 21(1), 233-250.   DOI
16 Lim, H. J., & Lee, J. E. (2016). The longitudinal changes of students' perception on teachers' teaching ability, self-efficacy, and academic achievement, Korean Journal of Youth Stduies, 23(6), 71-95.   DOI
17 Jang, K. H. (2017). An analysis on permutation and combination problem solving process based on levels of counting, Unpublished master's thesis. Korea National University of Education, Chung-Buk, Korea.
18 Jeon, M., & Kim, G. (2015). Measuring and analyzing prospective secondary teachers' mathematical knowledge for teaching [MKT], The Journal of Education Research in Mathematics, 25(4), 691-715.
19 Cho, K. W. (2004). A critical examination of secondary teacher education for secondary school teachers, The Journal of Educational Studies, 35(1), 1-19.   DOI
20 Cho, S. M., & Noh, S. S. (2007). Research on high school mathematics teachers' Pedagogical content knowledge, The Journal of Korean Teacher Education, 24(2), 385-418.   DOI
21 Cho, H. I. (2015). Effects of teacher enthusiasm, academic optimism, and students' achievement goal orientation on academic achievement in elementary schools, The Journal of Elementary Education, 28(4), 293-317.
22 Choi, M. J., Lee, J. H., & Kim, W. K. (2016). An analysis of mathematical knowledge for teaching of statistic estimation, The Mathematical Education, 55(3), 317-334.   DOI
23 Pino-Fan, L., Godino, J. D., Font, V., & Castro, W. F. (2013). Prospective teacher's specialized content knowledge on derivative. In B. Ubuz, C. Haser & M. Mariotti (Eds.), Proceedings of the Eighth Congress of European Research in Mathematics Education (pp. 3195-3205). Antalya, Turkey: CERME.
24 Proctor, J. (2019). Mathematical knowledge for teaching in elementary pre-service teacher training. Unpublished doctorial dissertation, Walden University.
25 Senk, S. L., Tatto, M. T., Reckase, M., Rowley, G., Peck, R., & Bankov, K. (2012). Knowledge of future primary teachers for teaching mathematics: an international comparative study. ZDM Mathematics Education, 44(3), 307-324.   DOI
26 Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.   DOI
27 Stylianides, A. J., & Ball, D. L. (2008). Understanding and describing mathematical knowledge for teaching: knowledge about proof for engaging students in the activity of proving. Journal of Mathematics Teacher Education, 11(4), 307-332.   DOI
28 Bair, S. L., & Rich, B. S. (2011). Characterizing the development of specialized mathematical content knowledge for teaching in algebraic reasoning and number theory. Mathematical Thinking and Learning, 13(4), 292-321.   DOI
29 Han, H. (2016). A study on pre-service mathematics teachers' MKT, Communications of Mathematical Education, 30(1), 101-120.   DOI
30 Hwang, J., & Shin, B. (2016). An analysis of teacher's knowledge about reduction ad absurdum, The Mathematical Education, 55(1), 91-106.   DOI
31 Ball, D. L. (1990). The mathematical understanding that prospective teacters bring to teacher education. The Elementary School Journal, 449-466.
32 Ball, D. L., Hill, H. C., & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, Fall, 14-22, 43-46.
33 Ball, D. L., Lubienski, S. T., & Mewborn, D. S. (2001). Research on teaching mathematics: The unsolved problem of teachers' mathematical knowledge. In V. Richardson(Ed.), Handbook of research on teaching(4th ed., pp. 433-456) New York: Macmillan.
34 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
35 Butterfield, B., & Chinnappan, M. (2010). Walking the talk: Translation of mathematical content knowledge to practice. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education (Proceedings of the 33rd Annual Conference of the Mathematics Education Research Group of Australasia, pp. 109-116). Fremantale, WA: MERGA.
36 Kim, K. S., Yoon, J. H., Park, J. A., & Noh, T. H. (2011). The components of pedagogical content knowledge considered by secondary science pre-service teachers in planning and implementing teaching demonstrations. Journal of the Korean Association for Science Education, 31(1), 99-114.   DOI
37 Copur-Gencturk, Y., & Lubienski, S. T. (2013). Measuring mathematical knowledge for teaching: a longitudinal study using two measures. Journal of Mathematics Teacher Education, 16(3), 211-236.   DOI
38 Kang, Y. R., Cho, C. S., & Kim, J. H. (2012). Analysis of elementary teachers' specialized content knowledge(SCK) for the word problems of fraction division, Communications of Mathematical Education, 26(3), 301-316.   DOI
39 Koh, H. J., & Choi-Koh, S. S. (2013). An analysis of novice teachers' specialized content knowledge for teaching in high school calculus lessons, Journal of the Korean School Mathematics, 16(1), 157-185.
40 Kim, B. R. (2016). An analysis on the pre-service teachers and in-service teachers' MKT in permutation and combination, Unpublished master's thesis. Chonnam National University, Gwangju, Korea.
41 Kim, S. R., Park, H. S., & Kim, W. S. (2007). Epistemological obstacles on learning the product rule and the sum rule of combinatorics, The Mathematical Education, 46(2), 193-205.
42 Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406.   DOI
43 Kim, S. W., Lee, J. A, Jung, S. A, Cho, E. L., & Lee, S. W. (2012). Development of an instructional model for practical knowledge improvement of pre-service teachers, Teacher Education Research, 51(3), 455-470.   DOI
44 Hill, H. C., & Ball, D. L. (2004). Learning mathematics for teaching: Results from California's mathematics professional development institutes. Journal for Research in Mathematics Education, 35(5), 330-351.   DOI
45 Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372-400.
46 Hill, H. C., Schilling, S. G., & Ball, D. L. (2004). Developing measures of teachers' mathematics knowledge for teaching. Elementary School Journal, 105(1), 11-30.   DOI
47 Jakobsen, A., Kazima, M., & Kasoka, D. N. (2018). Assessing prospective teachers' development of MKT through their teacher education: a Malawian case. In E. Noren, H. Palmer, & A. Cooke (Eds.), Nordic Research in Mathematics Education (The Eighth Nordic Conference on Mathematics Education, pp. 219-227). Stockholm, Sweden: Swedish Society for Research in Mathematics Education.
48 Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates.
49 Melusova, J., & Sunderlik, J. (2014). Pre-sercive teachers' problem posing in Combinatorics. Paper presented at the 12th Mathematical Conferrence in Nitra held on 19 June 2014, Nitra.