• Journal of Educational Research in Mathematics
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• v.19 no.3
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• pp.409-423
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• 2009

The purpose of this study is to probe into student teachers' understanding of mathematics content knowledge and to identify the features of knowledge which is required to be emphasized in the elementary teacher education. For this, student teachers attending teacher preparation courses in Korea and Hong Kong were interviewed on tasks encompassing the 'what', 'why' and 'how' aspects of elementary mathematics. It was found that for the student teachers in the sample, their understanding of the concepts behind elementary mathematical topics was not very thorough. They were unable to retrieve the advanced mathematics that they learned in their advanced mathematics courses. It is suggested that for student teachers in mathematics, it is essential that the advanced mathematics they learn be explicitly related to the elementary mathematics they have learned in school.

• Communications of Mathematical Education
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• v.27 no.1
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• pp.39-62
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• 2013

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out the following research such as : 1) development of the standards on teaching evaluation between 2004 and 2006, and 2) investigation on the elements of Teacher Knowledge. The purposes of development of evaluation standards for mathematics teaching through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those studies focused on the knowledge of subject matter knowledge, knowledge of learners' understanding, teaching and learning methods and assessments, and teaching contexts. For this purpose, according to those evaluation domains of each teacher knowledge, elements on teaching evaluation focused on the teacher's knowledge were established using the instructional evaluation framework, which is developed in this study, including the four areas of knowledge obtaining, instructional planning, instructional implementation, and instructional reflection. In this study, 1st and 2nd pilot studies was accomplished for revising evaluation standards and as a result, the procedure for implementing mathematics teaching using evaluation standards was changed to evaluate teachers own teaching using the standards focused on instructional reflection and according to the degree of satisfaction on reflecting their own teaching, standards on knowledge obtaining, instructional planning, instructional implementation would be utilized. Teacher survey is accomplished two times, by the subject of seven teachers. According ot the result of the first teacher questionnaire which was consisted of the essay type of questions on the degree of understanding the content of standards, the evaluation standards were revised. According ot the result of the second teacher questionnaire which was consisted of the essay type of questions on the application of standards, the evaluation standards were revised finally and the way of how to use the standards efficiently was suggested.