• 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.

• Communications of Mathematical Education
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• v.12
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• pp.331-347
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• 2001

수학교육 개혁에서 강조되고 있는 교실 문화의 변화는 교사가 그 개혁 방향을 이해하고 자신들이 지향하는 가치와 우선 순위를 수업에 어떻게 적용하느냐에 달려 있다고 볼 수 있다. 이와 관련하여, 본 논문에서는 문헌을 통하여 교수 방법에 영향을 미치는 교사 변인 (교사의 학습 및 교수 경험, 지식, 신념, 개별인성특징) 및 사회문화적 변인 (문화적 ${\cdot}$ 교육적 규준, 교육과정 개발과 운영, 교사교육, 전문적 모델과 교사공동체)을 찾아내고 이를 기초로 하여 수학 교사의 교수 방법에 영향을 미치는 요소를 질적으로 분석하기 위한 구체적인 개발면담 질문을 제시한다.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.251-266
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• 2015

The statement, 'Taking more mathematics would result a better mathematics teacher.' sounds plausible. However, it is questionable that how much of taking university level of mathematics such as abstract algebra and real analysis would affect to teach elementary mathematics well. Would a mathematician be a better teacher for elementary students to teach mathematics than who has been prepared to teach elementary mathematics? This paper reports the effects of opportunities to learn tertiary level mathematics and school level mathematics on pre-service primary school teachers' mathematics pedagogical content knowledge. The study analyzed Teacher Education and Development Study in Mathematics 2008 (TEDS-M 2008) database using multiple regression. Prospective primary teachers who have been prepared as generalist were the focus of the study. The results support future elementary teachers might need to have opportunities to revisit school mathematics they are going to teach.

• 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.

• 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 Educational Research in Mathematics
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• v.25 no.4
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• pp.691-715
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• 2015

This study explored preservice secondary mathematics teachers' mathematical knowledge for teaching [MKT]. In order to measure preservice teachers' MKT, we developed items according to Ball, Thames & Phelps (2008)'s domains and conducted to 53 preservice teachers. Also, we interviewed 1 preservice teacher with the items and a set of interview questions. The findings from the data analysis suggested as follows: a) overall, the preservice teachers scored average 30.2 out of 100; b) the preservice teachers appeared to be unable to explain students' difficulties in learning a specific mathematical idea and how they would respond to and resolve such difficulties.

• Education of Primary School Mathematics
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• v.17 no.3
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• pp.173-188
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• 2014

The aim of the case study presented in this paper was to explore mathematics curriculum knowledge of a South Korean elementary teacher. An in-depth case study is applied to examine mathematics curriculum knowledge that influences teachers' instructional process including analysis of diverse artifacts such as lesson plan, observation and interviews. Findings of this study suggest that mathematics curriculum knowledge has direct relevance to teaching a lesson, designing a lesson and assessing students' work. In addition, this study identified that mathematics curriculum knowledge may be divided into two sub-categories: vertical mathematics curriculum knowledge and horizontal mathematics curriculum knowledge. The results of this case study help our understanding of South Korean elementary teachers' mathematics curriculum knowledge, which has a deep impact on their teaching practice. Moreover, this cross-national research offers implications for researchers, policymakers, and teachers in U.S. as well as those in South Korea.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2008.05a
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• pp.17-28
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• 2008

이 논문은 중학교 기하 영역의 수업에 대한 학생들의 성취도가 낮은 것을 관찰하고, 그에 대한 고민으로 교육과정을 분석하고, 수학교육의 질적 접근을 위한 교수 실험을 통해 실제 중학교 과정에서 운용되는 논증기하 교육의 문제점과 그 대안을 탐색하고자 하였다. 본 연구에서는 교사가 반드시 갖춰야 할 지식으로 Shulman(1986)이 제시한 교과 내용 지식과 교수학적 내용 지식, 그리고 교육과정 관련 지식을 받아들였으며, 중학교 기하 영역에서 이런 지식을 갖추기 위해 교사가 폭넓은 고민을 하여 수업의 개선점을 찾는 과정을 보여주고 있다. 연구를 통해서 학생들에게 명제를 지도할 때 주의할 점과 학습자에게 증명을 하도록 제시하는 방법상의 문제점, 그리고 이등변삼각형의 지도에서의 그 증명이 갖는 의미를 잘 이해하여 학생들에 증명 학습에 진정한 도움이 될 수 있는 방향을 탐색하였다. 그리고 절차만을 학습시키는 현행 작도 수업을 개선하기 위한 여러 시도와 등변사다리꼴의 학습에서와 같이 학생들이 수학 용어를 되돌아보는 수업이 필요성을 탐색하여, 많은 교수 실험을 통한 교육과정의 바람직한 개정을 제안하였다.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.619-633
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• 2010

To offer insights in organizing professional development programs to promote teachers' substantial ongoing learning, this paper provides an overview of situative perspectives in terms of cognition as situated, cognition as social, and cognition as distributed. Then, it describes research findings on how mathematics teachers can enhance their knowledge and thus improve their instructional practices through participation in a professional development program that mainly provides opportunities to learn and analyze students' mathematical thinking and to perform mathematical tasks through which they interpret the understanding of students' mathematical thinking. Further, it shows that a knowledge of students' mathematical thinking is a powerful tool for teacher learning. In addition, it suggests that teacher-researcher and teacher-teacher collaborative activities influence considerably teachers' understanding and practice as such collaborations help teachers understand new ideas of teaching and develop innovative instructional practices.

• Communications of Mathematical Education
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• v.25 no.4
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• pp.693-734
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• 2011

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.