• Journal of the Korean School Mathematics Society
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• v.23 no.2
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• pp.203-222
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• 2020

Because the role of the teacher is important for the education to actualize the goals of the curriculum, the interest about the teacher's knowledges has been addressed as an important research topic. Among them, the pedagogical content knowledge is the knowledge that can emphasize the professionalism of the teacher. In this study, I analyzed the elementary pre-service teachers' the problem solving strategies that they imagined the methods that elementary school students can think about fraction division. Pre-service teachers who participated in this study were completed all of the mathematics education courses in the pre-service teachers' education courses. The research was conducted using the four type-problems of fraction division. The results showed that elementary pre-service teachers responded in the order of equal sharing problem-measurement division-partitive division-context of determination of a unit rate problem. They presented significant responses not only with typical algorithms but also with pictures or expressions. On the basis of this research, we have to take an interest in the necessity of sharing and recognizing various methods of fraction division in pre-service teachers education.

• The Mathematical Education
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• v.62 no.4
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• pp.515-529
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• 2023

The purpose of this study is to analyze teachers' understanding of the number and operations area of grades 3 to 6 in elementary school mathematics curriculum and to derive implications for improving teachers' understanding of the mathematics curriculum. To this end, elementary school teachers were asked to develop items to evaluate curriculum achievement standards at each grade level, and then the teachers' understanding of the curriculum was examined based on the collected items. As a result of the study, there was a misinterpretation of the achievement standards in approximately 25% of the questions collected. Typically, cases where the content covered by each grade was confused when using textbooks as a standard, or cases where the difference between the content covered by the two achievement standards could not be completely distinguished were found.

• Journal of Korean Elementary Science Education
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• v.39 no.1
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• pp.100-116
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• 2020

The purpose of this study was to investigate the interaction of science PCK between two elementary school teachers by the teacher collaboration within the school. We chose the case that two teachers collaborated spontaneously in the 5th-grade science classes. Even though they had similar teaching experiences, one of them had the science PCK while the other did not. As a result of this study, two teachers began to collaborate to avoid comparisons of science classes between them. They shared the same teaching plan but practiced science teaching individually. During they taught science, they usually collaborated on the instructional sequences, student's activities, and the content of assessments. They had an in-depth collaboration when the teacher who lacked the science PCK asked help to teach problem-centered learning by science inquiry. During the collaboration, their science PCK components, especially the knowledge of instructional strategies for teaching science, shared and it affected the teacher's science practices who lacked the science PCK. However, they did not usually share the knowledge of teaching for their everyday science classes because two teachers had the perception of noninterference about their science classes. This case has the limitation that it is hard to generalize the results but teacher collaboration shows the possibility to develop the elementary school teachers' science professionalism by having peers in the school who can help them in science classes.

• The Mathematical Education
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• v.45 no.2 s.113
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• pp.177-189
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• 2006

This study focuses on the analysis of prospective elementary teachers' representation of trapezoid area and teacher educator's reflecting in the context of a mathematics course. In this study, I use my own teaching and classroom of prospective elementary teachers as the site for investigation. 1 examine the ways in which my own pedagogical content knowledge as a teacher educator influence and influenced by my work with students. Data for the study is provided by audiotape of class proceeding. Episode describes the ways in which the mathematics was presented with respect to the development and use of representation, and centers around trapezoid area. The episode deals with my gaining a deeper understanding of different types of representations-symbolic, visual, and language. In conclusion, I present two major finding of this study. First, Each representation influences mutually. Prospective elementary teachers reasoned visual representation from symbolic and language. And converse is true. Second, Teacher educator should be prepared proper mathematical language through teaching and learning with his students.

• Journal of Educational Research in Mathematics
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• v.19 no.3
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• pp.409-423
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• 2009

The purpose of this study is to probe into student teachers' understanding of mathematics content knowledge and to identify the features of knowledge which is required to be emphasized in the elementary teacher education. For this, student teachers attending teacher preparation courses in Korea and Hong Kong were interviewed on tasks encompassing the 'what', 'why' and 'how' aspects of elementary mathematics. It was found that for the student teachers in the sample, their understanding of the concepts behind elementary mathematical topics was not very thorough. They were unable to retrieve the advanced mathematics that they learned in their advanced mathematics courses. It is suggested that for student teachers in mathematics, it is essential that the advanced mathematics they learn be explicitly related to the elementary mathematics they have learned in school.

• School Mathematics
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• v.17 no.2
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• pp.179-202
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• 2015

In this research, I explored how to apply the history of mathematics in teacher education and investigated the applicability of Chosun Sanhak (mathematics of Chosun Dynasty) as the program that enriched the mathematical knowledge for teaching of prospective elementary school teachers. This program included not only mathematical knowledge but also socio-cultural knowledge and connection knowledge. Prospective teachers participated in various mathematical activities such as explaining, reasoning and problem solving in this program. The effects of this program are as follows. Prospective teachers learned the subject matter knowledge(SMK) which was helpful in teaching basic concepts and skills of elementary mathematics. Next, this program produced the pedagogical content knowledge(PCK) to prospective teachers by giving ideas how to teach.

• Education of Primary School Mathematics
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• v.19 no.1
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• pp.19-30
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• 2016

This study examined pre-service teachers' pedagogical content knowledge of fraction division in a context where they were asked to write a story problem for a symbolic expression illustrating a whole number divided by a proper fraction. Problem-posing is an important instructional strategy with the potential to create meaningful contexts for learning mathematical concepts, especially when real-world applications are intended. In this study, story problems written by 135 elementary pre-service teachers were analyzed with respect to mathematical correctness. error types, and division models. Patterns and tendencies in elementary pre-service teachers' knowledge of fraction division were identified. Implicaitons for teaching and teacher education are discussed.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.201-217
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• 2024

This introductory review study sought to conceptualize elementary school teachers' pedagogical content knowledge in science teaching (science PCK) by reinterpreting 11 science PCK research papers published in the Korean Journal Database from 2012 to 2023 based on the synthesized perspective of the model of teacher professional knowledge and skill (Consensus Model) proposed at the first PCK Summit in 2012 and the Revised Consensus Model (RCM) proposed at the second PCK Summit in 2016. Elementary teachers' science PCK was mainly analyzed based on Magnusson et al.'s (1999) PCK elements and described as the form of enacted PCK or personal PCK at the subject or discipline level. Personal PCK studies, which involved emotional factors, included the features of collective PCK from the RCM perspective. It was inferred that elementary school teachers' science PCK needs to be conceptualized by comprehensively considering the enacted PCK through individual teacher experiences and the collective PCK and personal PCK defined by experts.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.265-287
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• 2013

The purpose of this study was to analyze the trends of domestic research on teacher knowledge in mathematics in terms of its conceptualizations of teacher knowledge, topics, methods, subjects, and content domains. For this purpose, the papers published in 9 professional journals during the recent 14 years (1999-2012) were analyzed by 5 criteria. The results of this study showed that the concept of PCK was the most frequent, whereas its subcategories appeared in different forms. The most frequent research topic was survey of teacher knowledge. The qualitative research methodology was more frequently used than the quantitative methodology, whereas mixed one was hardly used. The subjects for research included a little more elementary school teachers than secondary counterparts, but did similarly both pre-service and in-service teachers. Whereas both the research on number and operations in elementary mathematics education and the research on function in secondary were active, the rest of content domains were not. On the basis of these results, this paper provides several implications for future research direction in teacher knowledge in mathematics.

• School Mathematics
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• v.14 no.2
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• pp.255-274
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• 2012

The purpose of this study was to investigate the responses of pre-service elementary school teachers to the task that require to apply mathematics knowledge for teaching and from this investigation to draw some conclusions about teacher education. To do the study, task was to develop teaching materials and devise lesson plan for introducing the concept of plain figure 'kite'. For gathering data, 77 pre-service elementary school teachers were selected from the University of Education located in G city. Several conclusions were drawn as follow: first, task for applying MKT is needed to check whether pre-service teachers can apply. Second, assessment is needed to check what kind of MKT do pre-service elementary school teachers have.