• Title, Summary, Keyword: MKT

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A study on pre-service mathematics teachers' MKT (예비수학교사의 MKT에 관한 연구)

  • Han, Hyesook
    • Communications of Mathematical Education
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    • v.30 no.1
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    • pp.101-120
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    • 2016
  • The purposes of the study were to analyze pre-service mathematics teachers' MKT and to examine the perceptions of MKT to find implications for the improvement of pre-service mathematics teacher education program in the aspect of teachers' content knowledge. Twenty-six pre-service mathematics teachers participated in the survey to examine the perceptions of MKT and they also finished two MKT tasks which focused on a specific area of middle school geometry. According to the survey results, the participants thought that they have enough knowledge in all categories of MKT except KCT-2 and they appreciated the importance of MKT education in pre-service mathematics teacher education program. However, the participants showed difficulties in MKT task items which required SCK, KCS, KCT, especially, the proportions of those who showed appropriate knowledge on the items required SCK and KCT was less than 50%. These results show disagreement between the perceptions of pre-service mathematics teachers' MKT and practice of MKT.

A Study on the development and effect of the MKT development program for pre-service mathematics teachers (예비수학교사의 MKT 함양을 위한 프로그램 개발 및 효과에 관한 연구)

  • Ok, Bo-myoung;Han, Hyesook
    • Communications of Mathematical Education
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    • v.34 no.3
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    • pp.257-276
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    • 2020
  • In this study, the MKT level of pre-service mathematics teachers in the area of permutations and combinations was investigated, and MKT-Development Program(MKT-DP) focused on improving the MKT of pre-service mathematics teachers was developed and implemented to examine the effects of the program on the MKT in the area of permutations and combinations. Twenty-nine pre-service mathematics teachers participated in a four-week MKT-DP and MKT pre and post tests. According to the MKT pre test results for permutation and combination areas, pre-service teachers who participated in this study showed low levels of MKT in the permutation and combination areas, especially, the level of SCK and KCT was quite low. In order to examine the effects of MKT-DP, the results of pre- and post-MKT tests were analyzed, and a significant difference between pre- and post-tests was found only in the KCT sub-category. This shows that the MKT-DP developed in this study is effective in improving pre-services teachers' KCT in the area of permutation and combination. Although there were no statistically significant differences between the three remaining sub-categories(CCK, SCK, and KCS), the positive influence of MKT-DP can be expected throughout MKT, as a result of some level increase in post-test compared to the pre-test.

Mathematical Knowledge for Teaching and Teachers' Backgrounds: A study of U.S. Teachers (교수를 위한 수학적 지식과 교사의 배경: 미국 교사에 관한 연구)

  • Kim, Yeon
    • School Mathematics
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    • v.15 no.3
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    • pp.533-550
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    • 2013
  • Teachers' mathematical knowledge for teaching (MKT) strongly influence student achievement (Hill, Rowan, & Ball, 2005). However, there is generally no record that shows the levels of teachers' MKT in schools and districts. Because of the limited resources, schools and districts need some criteria to decide how to distribute their resources to help teachers improve MKT. This study explores what factors in teachers' backgrounds are related to their levels of MKT. This article examines the relationships between the MKT of 336 elementary teachers and their demographic, educational, and teaching backgrounds. To measure MKT, I used a series of multiple-choice problems. The number of years teaching mathematics is not critical to these measures. Implications are discussed with regard to policy for mathematics teacher education.

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Analysis of the Secondary Pre-service Mathematics Teachers' Mathematical Knowledge for Teaching(MKT): Focused on Normal Distribution (중등 예비 수학교사들의 수학교수지식(MKT)분석: 정규분포를 중심으로)

  • Hwang, Hye Jeang;Chae, Joon Hwan
    • Journal of the Korean School Mathematics Society
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    • v.23 no.4
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    • pp.427-448
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    • 2020
  • The purpose of this study is to confirm the MKT(Mathematical Knowledge for Teaching) of the pre-service mathematics teachers on the normal distribution through the comparative analysis between the sub-elements of the MKT. In addition, it is to examine the factors that cause the difference of the subjects' MKT. To accomplish this, by the subject of 24 secondary pre-service mathematics teachers, in this study the test items of the MKT on the normal distribution were developed and data were collected and analyzed. As a result of the analysis of the MKT test sheet, the CCK(Common Content Knowledge) of the preparatory mathematics teacher was confirmed as a high score, whereas the SCK(Specialized Content Knowledge) and KCS(Knowledge of Content and Students) were confirmed as low scores. In addition, through these results, it could be confirmed that the difference in MKT of preparatory mathematicians occurred.

Elementary Pre-service Teachers' Mathematical Knowledge for Teaching (MKT) on Number and Operations (수와 연산 영역에 대한 초등 예비 교사들의 수학을 가르치는데 필요한 지식(MKT))

  • Kim, Hae-Gyu
    • Communications of Mathematical Education
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    • v.26 no.1
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    • pp.71-84
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    • 2012
  • The purpose of this study is to analyze some Korean elementary pre-service teachers' Mathematical Knowledge for Teaching(MKT) and compare the results with those obtained by Kwon, Nam, & Kim(2009), so that we can provide some suggestions to improve education of elementary mathematics subject at Korean teachers colleges. For this purpose, we selected the MKT items on number and operations which were adapted for Korean in-service teachers by Kwon et al. The survey consisting of those items was administered to 88 Korean elementary pre-service teachers at teachers college, J University. The results are the following: First, the respondents, elementary pre-service teachers, showed that they already had a sufficient amount of Content Knowledge(CK) on number and operations, but that their level of Knowledge of Content and Students(KCS) was insufficient. This means we need to strengthen our students' KCS in education of elementary mathematics subject at our teachers colleges. Second, there was a strong correlation, in both CK and KCS, of item difficulty felt by the respondents with that by the Kwon et al's in-service teachers. Third, although the respondents valued the MKT items more than the above-mentioned elementary in-service teachers, about 70% of them said the items were never learned at their college. Furthermore, they had different opinions on some of the items from their counterparts'. The suggestions we get here are we need to first consider the results in improving education of elementary mathematics subject at our teachers colleges and second develop MKT items suitable for the situation of Korean schools and curriculums in order to obtain exact estimations of Korean elementary pre-service teachers' MKT.

Pre-service and In-service Teachers' MKT about the Concept of Vector (예비교사와 현직교사의 벡터 개념에 대한 이해: MKT 중심으로)

  • Yoon, Hyun-Kyoung;Kwon, Oh-Nam
    • School Mathematics
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    • v.13 no.4
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    • pp.615-632
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    • 2011
  • The purpose of the study was to investigate the mathematical knowledge for teaching (MKT) of pre-service and in-service mathematics teachers on the concept of vector. 80 pre-service and 124 in-service mathematics teachers were asked to perform three questions based on MKT's subdomain. The results show that pre-service teachers have stronger common content knowledge(CCK). On the other hand, in-service teachers have stronger specialized content knowledge(SCK), knowledge of content and teaching(KCT) compared to those of pre-service teachers. The paper proposes CCK, SCK and KCT about the concept of vector and discusses the relationships between subdomains of MKT.

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Measuring and Analyzing Prospective Secondary Teachers' Mathematical Knowledge for Teaching [MKT] (예비교사들의 수학교수지식(MKT) 측정 및 분석 연구)

  • Jeon, Mihyun;Kim, Gooyeon
    • 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.

A Case Study on J University Teachers College Juniors' Mathematical Knowledge for Teaching on Number and Operations I (J 대학교 교육대학 3학년 학생들의 수와 연산 영역을 가르치는데 필요한 수학적 지식에 대한 사례연구 I)

  • Kim, Hae Gyu
    • Journal of Elementary Mathematics Education in Korea
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    • v.16 no.3
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    • pp.491-509
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    • 2012
  • The purpose of this study is to analyze some Korean elementary pre-service teachers' Mathematical Knowledge for Teaching(MKT). For this purpose, we selected the MKT items on number and operations which were adapted for Korean in-service teachers by Lee(2011). The survey consisting of those items was administered to 76 Korean elementary pre-service teachers at Teachers College, J University. The results are the following: First, the respondents, elementary pre-service teachers, showed that the preference for the MKT items was very affirmative, but the percentages of correct answers to the MKT items weren't generally high. Second, the preference for the instructional consultation by experienced teachers was very affirmative. Third, the percentages of correct answers to KCS, SCK, CCK and KCT were 70.13%, 55.71%, 43.87% and 29.27%, respectively. Fourth, the percentages of correct answers to type 5, 6, and 7 were more than 60%, but those of correct answers to type 1, 2, 3, 4, and 8 were less than 60%. This means we need to strengthen type 1, 2, 3, 4, and 8 in education of elementary mathematics subject at Teachers College of J University.

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Measuring and Analyzing Teachers' Mathematical Knowledge for Teaching [MKT] of Functions (중등 수학교사의 함수에 대한 지식(MKT) 측정 및 분석)

  • Mun, Jinsu;Kim, Gooyeon
    • School Mathematics
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    • v.17 no.3
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    • pp.469-492
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    • 2015
  • This study explored secondary mathematics teachers' mathematical knowledge for teaching [MKT]; in particular, it focused on teachers' knowledge of functions. In order to measure teachers' MKT, we developed items according to Ball, Thames & Phelps (2008)'s domains and conducted to 34 secondary mathematics teachers in 5 high schools in Seoul. The findings from the data analysis suggested as follows: a) overall, the teachers scored average 67.4 out of 100, 87.43 in Common Content Knowledge[CCK], and the average score of Specialized Content Knowledge [SCK] was the lowest; b) correlations among SCK, KCS, and KCT were statistically significant; and c) there was no sign of statistical significance between CCK and the rest.

A Study on Mathematics Question Item Trend in Elementary School Teacher Selection Test (초등교사 임용 시험에서 수학 교과 문항의 출제 동향 분석)

  • Lee, Jong-hak
    • Journal of the Korean School Mathematics Society
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    • v.18 no.4
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    • pp.431-448
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    • 2015
  • Elementary school teacher selection test has to be implemented for knowledge(MKT) to estimate and to be a step in the expansionary direction. For this, It has to be analyzed closely in terms of teacher's MKT first that questions set from selection tests until now. In this research, some standards were established by type of question, grade, contents field and subject from 84 mathematics questions set at examinations. And it was analyzed concretely by general tendency and produced the results of analysis related to elementary teacher's MKT in elementary school teacher selection test since year 2000. The results showed that descriptive and short answer type was mostly set(71.4%) in type of question and integrated grade type was mostly set(41.7%) in type of grade in elementary school teacher selection test. And in type of contents field, rated from highest to lowest, number and operations(31.0%), measurement(23.8%), figure(15.5%) were set. Textbook/manual(34.5%), solution of problem(26.2%), learning psychology(13.1%) in status of subject were followed in order, but there's no relationship with estimation. This research was based on a standard of precedent study and made an analysis of elementary mathematics questions of selection test since year 2000. Therefore, it has a meaning because of produced results from analysis related to elementary teacher's MKT.