최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기Journal of the Korean Society of Mathematical Education. Series E: Communications of Mathematical Education, v.32 no.3, 2018년, pp.297 - 314
This article aims at providing implication for teacher preparation program through interpreting pre-service teachers' knowledge by using Shulman-Fischbein framework. Shulman-Fischbein framework combines two dimensions (SMK and PCK) from Shulman with three components of mathematical knowledge (algori...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
실질적인 구조란? | SMK는 특정 내용 영역에 대한 사실이나 개념에 대한 지식을 아는 것만 아니라 내용 지식의 구조를 실질적이고 통사적인 방법으로 이해하는 것을 필요로 한다. 여기에서 실질적인 구조란 수학에서 특정 주제에 대한 기본 개념과 원리를 조직하는 방법을 의미하고, 반면에 통사적 구조란 문법처럼 수학에서 참 또는 거짓, 유효성 또는 무효성을 구성하는 일련의 법칙을 의미한다. | |
NCTM에서 제시한 수학 교수 변화 가이드라인은 학습자에게 어떠한 것을 강조하였는가? | 이런 목표를 달성하기 위해 NCTM은 Professional Standards for Teaching Mathematics(1991)를 통해 수학 교수에서의 변화를 가져오기 위한 가이드라인을 제공하였다. 그 중에서 Professional Standards는 수학 학습자로서 학생에 대해 아는 것을 강조하였고 학습자로서 학생에 대한 다양한 관점을 예비교사 교육과 지속적인 교사교육을 통해 제공되어야 한다고 강조하였다. Hill et al. | |
교사지식을 개념화 시 어떻게 나뉘는가? | 바람직한 교수를 위해 교사가 갖추어야 할 지식에 대해 처음 체계적으로 개념화한 사람은 Shulman(1986)이다. 그는 특정 교과에 국한하지 않고 교과내용지식, 교수학적 내용지식, 교육과정지식의 세 가지 차원으로 교사지식을 개념화하였다. 한편 미국수학교사회(National Council of Teachers of Mathematics, 이하 NCTM)는 Curriculum and Evaluation Standards for School Mathemtics(1989)를 편찬하여 학교수학이 전통적인 수학 교수· 학습 방법에서 벗어나 현대사회에서 요구하는 능력인 수학적 문제해결, 의사소통, 수학적 연결성, 수학적 표현,추론 능력 등을 함양하는 방향으로 나아가야 한다고 주장하였다. |
Kang, M. B., Kang, H. K., Kim, S.M., Nam, J. Y., Park, K. S., Park, M. H., Seo, D. Y., Song, S. H., You, H. J., Lee, J. Y., Lim, J. H., Chung, D. K., Chung, E. S. & Chung, Y. Y. (2013). Understanding of elementary school mathematics. Seoul: Kyungmoon Publishers.
Kang, H. Y., Ko, E., Kim, T. S., Cho, W. Y., Lee, K., & Lee, D. (2011). Mathematics teachers’ perspectives on competencies for good teaching and perspective teacher education. Journal of Korea Society of Educational Studies in Mathematics School Mathematics, 13(4), 633-649.
Ko, J. (2010). Textbook analysis about length estimation and exploration for an alternatives. Communications of Mathematical Education, 24(3), 587-610.
Park, K. (2016). An investigation into the pre-service mathematics teachers’ knowledge of content and students. Journal of Educational Research in Mathematics, 26(2), 269-285.
Park, H. (2003). The consideration on the papers about geometry education: centered on the papers in for the recent 10 years. Journal of the Korean Society of Mathematical Education Series A , 42(2), 193-202.
Shin, H. Y., & Lee, J. W. (2004). Research on knowledge of mathematics teachers. Communications of Mathematical Education, 18(1), 297-308.
Shim, S. K. (2013). An analysis on the perceptions of beginning secondary mathematics teachers about teacher knowledge. Journal of Korea Society Educational Studies in Mathematics School Mathematics, 15(2), 443-457.
Oh. Y. (2012). A research on teachers’ professional development of mathematics. Journal of Elementary Mathematics Education in Korea, 16(3), 389-401.
Woo, J. H. (2004). Principle and method of mathematics learning and teaching. Seoul: Seoul National University Press.
Lee, D. H. (2014). An analysis on the elementary preservice teachers’ problem solving process in intuitive stages. School Mathematics, 16(4), 691-708.
Jeon, M. & Kim, G. (2015). Measuring and analyzing prospective secondary teachers’ mathematical knowledge for teaching(MKT). Journal of Educational Research in Mathematics, 25(4), 691-715.
Choe, S. & Hwang, H. (2008). The research on padagogical content knowledge in mathematics teaching. Journal of the Korean School Mathematics Society, 11(4), 569-593.
Choi, Y., Choi, S., & Kim, D. (2014). An investigation of beginning and experienced teachers’ PCK and teaching practices: Middle school functions. Journal of the Korean School Mathematics Society, 17(2), 251-274.
Clements, D. H. & Battista, M. T. (1992). Geometry and spatial reasoning. In D. A. Grouws(Ed.), Handbook of research on mathematics teaching and learning (pp. 420-464). New York: Macmillan.
Cooney, T. J., Sanchez, W. B., Leatham, K., & Mewborn, D. S. (n.d.). Open-ended assessment in math. Retrieved March 17, 2018, from http://books.heinemann.com/math/index.cfm
Fischbein, E. (1994). The interaction between the formal, the algorithmic, and the intuitive components in a mathematical activity. In R. Biehler, R. W. Scholz, R. Strasser & B. Winkelmann (Eds.), Didactics of mathematics as a scientific discipline (pp. 231-245). Boston, MA: Kluwer Academic Publishers.
Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372-400.
Manizade, A. (2006). Designing measures for assessing teachers' pedagogical content knowledge of geometry and measurement at the middle school level. Unpublished doctoral dissertation. University of Virginia. [Dissertation Abstracts International]
National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathemtics. Reston, VA: Author.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Tsamir, P., & Tirosh, D. (2008). Combining theories in research in mathematics teacher education. ZDM Mathematics Education, 40, 861-872.
Wilson, P. S., Cooney, T. J., & Stinson, D. W. (2005). What constitutes good mathematics teaching and how it develops: Nine high school teachers’ perspectives. Journal of Mathematics Teacher Education, 8, 83-111.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.