• Journal of the Korean School Mathematics Society
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• v.23 no.1
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• pp.67-88
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• 2020

This study analyzed the characteristics of prospective teachers' Horizon Content Knowledge(HCK) related to understandings of an inverse function symbol. This study aimed to deduce implications of developing HCK in terms of the means which would enhance mathematics teachers' professional development. In order to achieve the aim, this study identified features of HCK by examining the previous literature on HCK, which has conformed Ball & Bass(2009) and exploring the research in AMT, including Zazkis & Leikin(2010) which has emphasized cultivating AMT through university mathematics education. In addition, a questionnaire was developed regarding the features of HCK and taken by 57 prospective teachers. By analyzing the data obtained from the written responses the participants presented, this study delineated the specific characteristics of the teachers' HCK with regard to an inverse function symbol. Additionally, several issues in the teacher education for improving HCK were discussed, and the results of this research could inspire designing and implementing a teacher education program relevant to HCK.