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An Inquiry on the Building Process of Pedagogical Content Knowledge of Prospective Mathematics Teachers : centered at function concepts
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수학과예비교사들의 교수학적지식 형성 과정 탐구 : 함수개념을 중심으로

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Type
Academic journal
Author
Journal
한국수학교육학회 수학교육 수학교육 제45권 제2호 KCI Accredited Journals
Published
2006.1
Pages
217 - 230 (14page)

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An Inquiry on the Building Process of Pedagogical Content Knowledge of Prospective Mathematics Teachers : centered at function concepts
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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.
#예비수학교사 #교수학적 지식 #함수 #Prospective Mathematics Teachers #Pedagogical Content Knowledge

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