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A Study on Mathematical Knowledge in Teaching  

Jung, YooKyung (Dangdong Elementary School)
Pang, JeongSuk (Korea National University of Education)
Publication Information
Journal of Educational Research in Mathematics / v.25, no.4, 2015 , pp. 617-630 More about this Journal
Abstract
A perspective of the nature of teacher knowledge has a significant impact on why and how we study teacher knowledge. The purpose of this study was to explore the mathematics knowledge in teaching (MKiT) in terms of meanings, characteristics, and analytic methods. MKiT regards teacher knowledge as practical knowledge that has meanings only when it is employed in teaching mathematics. Various components of teacher knowledge interact one another in teaching mathematics. Given this, teacher knowledge is regarded as an organism specific to teaching contexts and it needs to be analyzed by observing lessons or a teacher's actions related directly to the lessons. This paper is expected to induce research on teacher knowledge from the MKiT perspective and urge researchers to have a profound understanding of the nature and analytic methods of teacher knowledge. Some implications of future research are included.
Keywords
Teacher knowledge; Mathematical knowledge in teaching;
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Times Cited By KSCI : 1  (Citation Analysis)
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