• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

• The Mathematical Education
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• v.56 no.4
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• pp.407-434
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• 2017

The purpose of this study is to develop and verify the TPACK measurement tool for middle and high school mathematics teachers in the Korean context. Also, by clarifying the relationship between subordinate factors of Mathematics teachers' TPACK, an attempt was made to provide suggestions on the designs and directions for the in-service and pre-service teacher education and the programs for improving mathematics teachers' TPACK in the future. In order to achieve this goal, TPACK factors of mathematics teachers were extracted by reviewing literature on PCK, MKT, and TPACK. Then, content validity, basic statistical survey, reliability verification, exploratory factor analysis, confirmatory factor analysis, and structural equation model verification were conducted sequentially. At first, preliminary analysis was carried out on 79 mathematics teachers, and 76 items excluding the items with extreme value and reliability were included in the basic statistical analysis. And secondly, an exploratory factor analysis was conducted on 376 mathematics teachers, and this instrument consisted of 7 subordinate factors(CK, PK, TK, PCK, TCK, TPK, TPACK) and 61 items. Also by conducting confirmatory factor analysis and structural equation model test with 254 mathematics teachers, the measurement tool was confirmed the validity and reliability through statistically significant analysis. Then, the importance of integrated knowledge was confirmed by looking at the relationship between the TPACK factors of in-service mathematics teachers. The integrated knowledge(PCK, TCK, TPK) has played a crucial role in the formation of TPACK rather than the knowledge of CK, PK, and TK alone. Finally, the validity of TCK was confirmed through the structural equation modeling of TPACK. TCK not only directly affected TPACK, but also indirectly through TPK. According to these affirmative results, this measurement tool is claimed to be suitable for measuring the factors of Mathematics teachers' TPACK, and also the structural equation model can be regarded as a suitable model for analyzing the structural relationship of mathematics teachers' TPACK.