• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.39-56
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• 2015

The aim of the study presented in this paper was to explore South Korean elementary teachers' knowledge regarding educational theory in mathematics. An independent t-test and ANOVA are applied to examine elementary teachers' knowledge regarding educational theory in mathematics. Findings of this study suggest that there is a negative correlation between the teachers' knowledge regarding educational theory in mathematics and their teaching experiences as well as the teacher certification level. However, there is a little affect of the teachers' gender and educational backgrounds on the teachers' knowledge regarding educational theory in mathematics. The results of this quantitative study may broaden our understanding of the South Korean elementary teachers' knowledge for teaching mathematics, which have a deep impact on their teaching practice.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.27-51
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• 2012

This paper analyzed the pedagogical content knowledge (PCK) presented in three novice teachers' mathematics instruction. PCK was analyzed in terms of the knowledge of mathematics content, the knowledge of students' understanding, and the knowledge of teaching methods. Teacher A executed a concept-oriented instruction with manipulative materials because she had difficulties in learning mathematics during her childhood. Teacher B attempted to implement an inquiry-centered instruction in the lesson of looking for the area of a trapezoid. Teacher C focused on the real-life connection to mathematics instruction. There were substantial differences among the teachers' PCK revealed in mathematics teaching, depending on their instructional goals. The detailed analyses of three teachers' teaching in terms of their PCK will give rise to the issues and suggestions of professional development for beginning elementary school teachers in mathematics teaching.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.157-185
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• 2013

This study was to investigate novice teachers' Specialized Content Knowledge for Teaching in High School Calculus Lessons. The lessons of two novice teachers in Kyunggi Do were observed from July, 2011 to Feb. 2012. All observed lessons were audeotaped and transcribed into word files. Their calculus lessons were analyzed into three kinds of knowledge consisting of SCKT. Their SCKT just copied the contents of the textbook and other additional SCKT were not found for teaching. Even though students asked a question that they did not understand, the teacher just repeated the previous contents that already he used. But this study included possible contents of SCKT within the areas these teachers covered so that teachers in school may use for teaching of Calculus. The novice teacher do not have sufficient experience, the program of the college of education and the contents of the teacher certificate-examination should include multi-dimensional approaches in SCKT to pre-service teachers in order to raise better specialized teachers in mathematics.

• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.545-564
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• 2009

TPACK (Technological Pedagogical Content Knowledge) adds the technological knowledge to PCK (Shulman 1986), completing the combination of three kinds of knowledge, i.e. teacher's content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK). In this study, I seek to design methodological ways to improve TPACK for preservice mathematics teachers by developing and analyzing team project-based classes with technology in a class of the first semester 2009 in a teacher's college in Seoul, South Korea. The goal of the team project is to design classes to teach mathematics with technology by selecting technology tools suitable for specific mathematical concepts or mathematics sections. In the early stage of the class in the college, the confidence levels among the preservice mathematics teachers were relatively low but increased in the final stage their mathematics teaching efficacy up to from 3.88 to 4.50. Also, the pre service mathematics teachers answered the team project was helpful or very helpful in developing TPACK; this result proves that lectures with technology which based on team project are excellent tools for the teacher to design classes with technology confidently. Considering the teacher's TPACK is one of the abilities to achieve the goals required in the information technology era, the preservice mathematics teachers are asked to plan and develop the lectures with technology, rather than just taught to know how to use technology tools or adapt to specific cases. Finally, we see that national-wide discussion and research are necessary to prepare customized standards and implementable plans for TPACK in South Korea.

• Journal of Educational Research in Mathematics
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• v.24 no.3
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• pp.311-331
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• 2014

For preservice teachers' instrumental-to-relational pedagogical content knowledge transformations, this research designed several didactical tasks based on Kinach's cognitive strategies. The researcher identified preservice teachers' understanding about what is a definition and how to teach it. By challenging their fixed ideas about definitions, the researcher could motivate them to embrace the new teaching approach which guides reinvention of definitions. The PCK development was not the simple process of filling their tabular rasa PCK with theories of mathematics education, but the dialectical process of identifying, challenging, changing and extending preservice teachers' existent PCK. This research will contribute to explore new directions of mathematics teachers' PCK development and the method of teacher education.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.547-565
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• 2010

The study aims to compare between two lectures of elementary mathematics education in United States and Korea based on the Ball et al.'s classification of mathematical knowledge for teaching. The lecturers are a professor of University in United States and me. In both lectures, subjects and contents of lectures are much similar but there are many different things. And the differences are mainly due to the area of pedagogical content knowledge, especially either knowledge of content and students or knowledge of content and teaching. Also the different courses of both universities are one of important causes of the differences. The study will be able to contribute to the studies on the improvement of our course, elementary mathematics education.

• Communications of Mathematical Education
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• v.16
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• pp.331-344
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• 2003

본 연구의 목적은 예비 초등교사의 덧셈과 뺄셈에 대한 교과 지식과 교수학적 지식이 어떠한가를 알아보는 것이었다. 29명의 예비 초등교사가 연구에 참여하였으며 자료는 개방형 답을 하는 질문지를 사용하여 수집하였다. 분석결과 예비 초등교사들은 문장제에서 의미론적 구성과 합병과 구차의 상황에 대한 이해에 어려움을 가지고 있는 것으로 나타났다. 교수학적 방법에서는 알고리즘에 의한 설명 방법을 주로 사용하였으며 뺄셈을 설명하는데 몇 가지 오개념을 보였다. 이 결과는 앞으로 초등교사양성대학의 프로그램 개발과 운영에 기초가 될 것이다.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.595-608
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• 2008

The purpose of this study is to address the teachers' knowledge bases for effective mathematics teaching and especially to provide the various definitions and the structures of mathematics knowledge which is the most important one of the knowledge bases. The conceptual understanding about teachers' knowledge bases for effective mathematics teaching and the structure of mathematics knowledge may be used in evaluating effective mathematics teaching and teachers as well as in developing a new conceptual framework for the structure of mathematical knowledge.

• Journal of the Korean School Mathematics Society
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• v.10 no.1
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• pp.129-148
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• 2007

Recent reform movement in mathematics education has focused not only on the curriculum development but also on teachers' learning or professional development. Whereas various theoretical paradigms call for different programs of professional development for teachers, one of the common emphases is on the pedagogical content knowledge [PCK] which encompasses contents and methods to teach. Against this background, this study developed comprehensive instructional materials for the purpose of fostering PCK in mathematics for elementary school teachers with 17 essential learning themes such as fraction, plane geometry, and area. Each loaming theme was first summarized on the basis of literature reviews and surveys in terms of knowledge in mathematics contents, knowledge in teaching methods, and knowledge in students' mathematical understanding and learning. Each theme was then analyzed in detail on how it was represented in the national curriculum and its concomitant textbooks along with workbooks. Finally, this report included a reconstruction of one unit in textbooks per each learning theme, followed by teaching notes and suggestions from classroom implementation. This was intended for teachers to apply what they might loam from this material to their actual mathematics instruction. Given the page limit, this paper dealt only with the learning theme of ratio.

• Communications of Mathematical Education
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• v.18 no.3 s.20
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• pp.45-56
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• 2004

본고는 수학적 창의성과 관련한 논문으로 이를 창의적인 사람, 창의적인 산출물, 창의적인 과정이란 일반 창의성 연구자들이 연구하고 있는 분야로부터 유추적으로 논의를 시도하였다. 이런 접근으로부터, 얻을 수 있는 몇 가지 가정들은 다음과 같은 것이 있다. 첫 번째, 일반 보통아들을 대상으로 하는 공교육에서도 창의성 교육을 할 수 있으며, 이는 수학교과에도 적합한 진술이다. 두 번째, 현상학적 입장으로 부터 학교에서 교수${\cdot}$ 학습되고 있는 학교수학이 학생들 입장에서 보면 학습해야 할 필요가 있는 적절하고 새로운 지식이란 점을 공고히 해 주었다. 또한, 여기서 강조한 것은 새롭고 적절한 지식이 완성된 지식뿐만 아니라 발생상태 그대로의 지식 즉, 과정으로서의 지식도 포함하고 있음을 제안하였다. 세 번째, 수학자가 수학을 탐구하는 과정을 창의성 연구자들이 보듯이 인지과정으로 보는 대신에 한 수학적 아이디어를 이로부터 하나의 완성된 수학적 지식을 완성하기까지의 수학적 사고과정으로 보는 것이 수학교육적 의미에서 교수${\cdot}$ 학습에 의미가 있음을 살펴보았다.