• Korean Journal of Childcare and Education
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• v.13 no.1
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• pp.185-200
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• 2017

Objective: This study was conducted to investigate the effects of early childhood teachers' teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics on their teaching intention of mathematics. Methods: A total of 266 early child teachers in Busan participated in this study. They completed a set of question naires which consisted of questions about teaching beliefs, mathematics teaching efficacy, pedagogical content knowledge of mathematics, and the teaching intention of mathematics. The collected data were analyzed using the SPSS program. Results: First, we observed several positive correlations among the four variables. Second, we found that early childhood teachers' constructive teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics had effects on their teaching intention of mathematics. The knowledge about teaching-learning methods for mathematics among the subcategories of pedagogical content knowledge of mathematics was observed as the strongest predictor for the teachers' teaching intention. Conclusion: We need to take more interest in the pedagogical knowledge about teaching-learning methods of mathematics in teacher training courses in order to enhance teachers' teaching intention of mathematics. As a result, this will makea contribution to high quality math education for young children.

• Research in Mathematical Education
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• v.17 no.1
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• pp.47-61
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• 2013

This paper aims to explore whether Learning Study improves teachers' subject content knowledge, pedagogical content knowledge, and attitude toward teaching mathematics. A Learning Study was conducted in a Hong Kong primary school for a research lesson on comparing the size of fractions to explore the new teacher roles.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.27-51
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• 2012

This paper analyzed the pedagogical content knowledge (PCK) presented in three novice teachers' mathematics instruction. PCK was analyzed in terms of the knowledge of mathematics content, the knowledge of students' understanding, and the knowledge of teaching methods. Teacher A executed a concept-oriented instruction with manipulative materials because she had difficulties in learning mathematics during her childhood. Teacher B attempted to implement an inquiry-centered instruction in the lesson of looking for the area of a trapezoid. Teacher C focused on the real-life connection to mathematics instruction. There were substantial differences among the teachers' PCK revealed in mathematics teaching, depending on their instructional goals. The detailed analyses of three teachers' teaching in terms of their PCK will give rise to the issues and suggestions of professional development for beginning elementary school teachers in mathematics teaching.

• East Asian mathematical journal
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• v.39 no.2
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• pp.141-166
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• 2023

The purpose of this study is to confirm the MKT(Mathematical Knowledge for Teaching) of the in-service mathematics teachers on the statistics(Representative value, Degree of scattering) 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 12 secondary in-service mathematics teachers, in this study the test items of the MKT on the statistics were developed and data were collected and analyzed. As a result of the analysis of the MKT test sheet, the CCK(Common Content Knowledge) and SCK(Specialized Content Knowledge) of the mathematics teacher was confirmed as a high score, whereas the and KCS(Knowledge of Content and Students) and KCT(Knowldge of Curriculum and teaching) were confirmed as low scores. In addition, through these results, it was shown that the difference in MKT's elements the middle school and high school teachers obtain occurred slightly.

• The Mathematical Education
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• v.51 no.3
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• pp.281-300
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• 2012

This study has examined the current status of mathematics education departments by analyzing its curriculum and teaching methods. We analyzed data set of the number of faculty and students, curricula, textbooks and instructional methods among 23 mathematics education department in Korea. The data reveals that the curricula of the universities of education has shown that more content knowledge subjects are taught than pedagogy knowledge subjects. However, it is important to note that there is increasing emphasis on pedagogical content knowledge. In addition, the curricula of mathematics education departments deal with various aspects of pedagogical content knowledge. What matters is whether the system works for developing a sound and deep understanding of fundamental aspects of the subject matter in future mathematics teachers. The results of the study point to the importance of pedagogical content knowledge and to the essential components that can promote further understanding of effective teaching for preparing future teachers in mathematics education departments.

• Research in Mathematical Education
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• v.4 no.1
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• pp.23-31
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• 2000

This research elaborated five components for pre-service mathematics teacher training: 1) Mathematical content knowledge, 2) Pedagogical content knowledge, 3) Pedagogical reasoning, 4) System of training, and 5) Mathematics teachers' beliefs. For the effect teaching, mathematics teacher program should be reformed. The key to improvement should be concerntrated on developing knowledge about effective teaching and translating it into algorithms those teachses can learn and incorporate in their planning prior to teaching. A theory of instruction should specify the most effective sequences in which to present the materials to be learned.

• The Mathematical Education
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• v.45 no.2 s.113
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• pp.217-230
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• 2006

The purpose of this study is to inquire the building process of Pedagogical Content Knowledge of prospective mathematics teachers about the function concepts. For this purpose, We performed the following steps; First, we performed the survey relaying to the prospective mathematics teachers' teaching experiences, capabilities of their error evaluation of the students, and viewpoints about the function concepts. Second, we performed the survey on the subject-matter knowledge about the function concepts and the key items of designing teaching plans about the function concepts. And then, we interviewed the participants to check the results of the surveys and to supplement the necessary contents. The collected data was relatively correlative and analyzed in the process. As a result, we found the followings; First, subject-matter knowledge of prospective mathematics teachers about the function concepts is different depending on the grades. Second, prospective mathematics teachers are building more extended function concepts through the major subjects. Third, the major subjects are important to build the Pedagogical Content Knowledge of function concepts. Fourth, teaching experience plays an important role in transforming subject-matter knowledge of function concepts to Pedagogical Content Knowledge of it. Fifth, building the Pedagogical Content Knowledge means transferring the teacher's viewpoint from himself/herself to the learner.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.357-371
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• 2010

This study aimed to investigate how two eighth-grade mathematics teachers' pedagogical content knowledge is manifested in their classroom instruction. A case study was conducted for the study. The results revealed similarities and differences in the teachers' knowledge manifested in their mathematics classrooms and that the two teachers had slightly different structures of pedagogical content knowledge. One teacher is more dependent on his knowledge of mathematics and knowledge of students' understanding and the other teacher on her knowledge of instructional process and, to a lesser extent, knowledge of mathematics.

• 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.

• Korean Journal of Child Education & Care
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• v.17 no.3
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• pp.49-63
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• 2017

This study aims to investigate the effect of early childhood teachers' mathematical attitude on their mathematics teaching efficacy and to prove the moderating role of pedagogical content knowledge (PCK) in mathematics, which we selected based upon previous literatures. To explore the effect of early childhood teachers' mathematical attitude on their mathematics teaching efficacy and the moderating role of PCK in mathematics between them, This study randomly sampled 500 early childhood teachers who work at child care centers and kindergartens in Seoul, Kyunggi province and Kangwon province and collected their responses by questionnaires. Mathematics teaching efficacy was measured with mathematics teaching efficacy scale for early childhood teachers developed by Luo (2000) and translated by Jung (2001a). Mathematical attitude was measured with Smith (2000)'s scale which we translated for this study. To measure the pedagogical content knowledge in mathematics, we revised Hong(2012)'s scale to be applicable for early childhood teachers. Direct effect of mathematical attitude on mathematics teaching efficacy and the moderating effect of PCK in mathematics were analyzed by multiple regression analysis using IBM SPSS 21.0. Study results demonstrated the significant direct effect of mathematical attitude on mathematics teaching efficacy. Also, the moderating effect of PCK in mathematics was also proved to be significant. That is, if the teacher has high level of pedagogical content knowledge in mathematics, the positive effect of mathematical attitude on mathematics teaching efficacy was even more enhanced. This results supports the current finding where PCK in mathematics functions as a moderating variable between mathematical attitude and mathematics teaching efficacy. Thus, our study is expected to provide relevant contents that should be covered during teacher education, which aims to improve early childhood teachers' mathematics teaching efficacy.