• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.695-717
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• 2013

Teacher knowledge needed for teaching is bound to be revealed in teaching the subject matter in relation to the given instructional context. Given this, recent studies on mathematics teacher knowledge tend to analyze actual Mathematical Knowledge in Teaching [MKiT]. This study focused on the dimension of transformation and its related codes in Knowledge Quartet, which has been recognized as a MKiT framework, and analyzed a Korean teacher's transformation knowledge revealed in her elementary mathematics teaching. The analysis showed that the codes related to the dimension of transformation were useful in analyzing teacher knowledge in the Korean context. However, a few codes need to be revised or added for more suitability. On the basis of these results, this paper closes with implications for analyzing teacher knowledge in mathematics teaching.

• Journal of the Korean earth science society
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• v.30 no.3
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• pp.330-343
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• 2009

Pedagogical content knowledge (PCK) has been regarded as an indication of science teachers' professionalism. The purpose of this study was to analyze topic-specific PCK of pre-service and in-service science teachers, comparatively. For this purpose, we developed an analytic framework for explicitly documenting science teacher' PCK and applied the framework for analyzing the difference within the same topic and with two different topics. Findings are as follows: (1) With the same topic, there was considerable difference between pre-service and in-service teachers in the components of PCK, not to mention individual difference. (2) In case of two different topics, we did not recognize a tendency of change in PCK, but remarkable differences in PCK were identified between two different topics. This study affirmed the topic specificity of PCK, and discussed a possibility of employing PCK analytic framework and its profile as one of the tools that could be used to develop and assess teachers' professionalism.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.109-135
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• 2012

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, the part of subject matter knowledge was consisted of four evaluation domains such as the knowledge of curriculum reconstruction, knowledge of mathematical contents, methodological knowledge, mathematical value. The part of Learners' unders tanding included the evaluation domains such as students' intellectual and achievement level, students' misconception in math, students' motivation on learning, students' attitude on mathematics learning, and students' learning strategies. The part of teaching methods and evaluation was consisted of seventh evaluation domains such as instruction involving instructional goal and content, instruction involving problem-solving activity, instruction involving learners' achievement level and attitude, instruction on communication skills, planning of assessment method and procedure, development on assessment tool, application on assessment result in class were new established. Also, the part of teaching context was consisted of four evaluation domains such as application of instructional tools and materials, commercial manipulatives, environment of classroom including distribution and control of class group, atmosphere of classroom, management of teaching contexts including management of student. 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 obtaining, planning, acting, and reflecting.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.48-56
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• 2016

This study was to establish a framework to provide the necessary caring knowledge in preparental period by analyzing the effects of an experience of being a child-care teacher in a field based on child-care knowledge from university. The data were collected from 5 in-depth interviews for 7 weeks from July to August, 2015. The results showed that mothers who used to be child-care teachers put conversation first in the child rearing process, made a room environment similar to the activity space in a kindergarten, and evaluated themselves as mothers with a burden that their children should be different from the others. This means that they perform child rearing in a positive way by re-creating their experience and knowing the child rearing process.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.421-442
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• 2016

This study analyzed characteristics which emerged while 38 secondary school teachers observed a video clip about a centroid of triangles instruction. The aim of this study based on the analysis was to deduce implications in terms of the various means which would enhance teachers' knowledge in teaching mathematics and assist in designing mathematics education programs for teachers and professional development initiatives. To achieve this goal, this research firstly reviewed previous studies relevant to the 'Knowledge Quartet' as a framework of analyzing teachers' knowledge in mathematics instructions. Secondly, this study probed the observation results from the teachers in the light of the KQ. Therefore, some issues in the teacher education program for teaching mathematics were thirdly identified in the categories of 'Foundation', 'Transformation', 'Connection', and 'Contingency' based on the analysis. This research inspires the elaboration of what features have with regard to effective teachers' knowledge in teaching mathematics through the analyzing process and additionally the elucidation of essential matters related to mathematics education on the basis of the analyzed results.

• 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.

• School Mathematics
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• v.13 no.4
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• pp.651-674
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• 2011

Functional thinking is a central topic in school mathematics and the purpose of teaching functional thinking is to develop student's functional thinking ability. Functional thinking which has to be taught in elementary school must be the thinking in terms of phenomenon which has attributes of 'connection'- assignment and dependence. The qualitative methods for evaluation of development of functional thinking can be based on students' activities which are related to functional thinking. With this purpose, teachers have to provide students with paradigm of the functional situation connected to the other subjects which have attributes of 'connection' and guide them by proper questions. Therefore, the aim of this study is to find teaching method for functional thinking by situation posing connected with other subject. We suggest the following ways for functional situation posing though the process of three steps : preparation, adaption and reflection of functional situation posing. At the first stage of preparation for functional situation, teacher should investigate student's environment, mathematical knowledge and level of functional thinking. With this purpose, teachers analyze various curriculum which can be used for teaching functional thinking, extract functional situation among them and investigate the utilization of functional situation as follows : ${\cdot}$ Using meta-plan, ${\cdot}$ Using mathematical journal, ${\cdot}$ Using problem posing ${\cdot}$ Designing teacher's questions which can activate students' functional thinking. For this, teachers should be experts on functional thinking. At the second stage of adaption, teacher may suggest the following steps : free exploration ${\longrightarrow}$ guided exploration ${\longrightarrow}$ expression of formalization ${\longrightarrow}$ application and feedback. Because we demand new teaching model which can apply the contents of other subjects to the mathematic class. At the third stage of reflection, teacher should prepare analysis framework of functional situation during and after students' products as follows : meta-plan, mathematical journal, problem solving. Also teacher should prepare the analysis framework analyzing student's respondence.

• Journal of the Korean School Mathematics Society
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• v.24 no.4
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• pp.369-390
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• 2021

It would be reasonable as a teacher to make efforts not only to reflect on the class on their own but also to improve the teacher' teaching e pertise by reflecting on the class with fellow teachers through lesson reflection sharing. This paper attempted to develop a lesson reflective framework that can provide standards and focus for lesson reflection and lesson sharing. First, based on the class evaluation criteria of previous studies, class reflection elements and a draft of lesson reflection were prepared. In a class conducted on 27 third graders at C High School where the co-researcher worked as a teacher, four peer teachers at the same high school were required to write personal opinions on the class based on the draft of lesson reflection. Based on this, lesson sharing was conducted, and modifications of the lesson reflection framework were developed by analyzing the case of class sharing. The implications of this paper indicate the need to clarify the perspective of viewing the lesson by sharing the intention of each question in advance. In addition to writing lesson reflections, it is necessary to share classes simultaneously.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.225-236
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• 2023

This study investigated the characteristics of pre-service elementary teachers' TPACK in science lesson planning using VR/AR content based on epistemic network analysis (ENA). Seven TPACK coding elements were derived inductively based on the existing TPACK framework. Then, the pre-service elementary teachers' discourse in science lesson planning was coded according to the seven TPACK coding elements and analyzed using the ENA Web Tool. The discourses of the two groups were analyzed and compared, and the differences between the two groups, which the researchers analyzed qualitatively, were clearly shown on the ENA graph. Based on these findings, the researchers argued that the ENA method is a useful research tool for analyzing the complex interactions of technology knowledge (TK), content knowledge (CK), and pedagogical knowledge (PK), which is different from previous TPACK research. Also, the researchers discussed the implications for the TPACK competency development of pre-service teachers by comparing the characteristics of the two groups' discourse.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.235-247
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• 2018

The student's pre-questions (pre-class questions related to the learning contents) not only provide the teacher a gauge of the interest and level of the student, but also provide a useful means of providing clues to proceed with the teaching-learning process. The purpose of this study is to develop an analytical framework for effectively analyzing students' pre-questions and to analyze students' pre-questions related to elementary science learning unit of the 2009 revised curriculum by applying this framework. The developed framework is composed of three major categories: knowledge type, extended type, and curious type, each of which is then subdivided into several sub-categories. Using the developed analysis framework, 914 pre-questions from the students presented in the $5^{th}$ and $6^{th}$ grades of elementary science in the 2009 revised curriculum were analyzed, and the types of questions distributed by grade. The percentage of questions by type was also different. Based on the results of this study, students' needs for learning can be grasped through the pre-questions analysis framework and reflected in the teaching-learning process, and student-centered learning contents and methods could be presented. It is expected to make a meaningful contribution to the analysis framework.