학습자의 오개념과 오류에 대한 수학 교사들의 PCK = A study of Mathematics Teacher's PCK with Respect to Students' Misconceptions and Errors

다국어 초록 (Multilingual Abstract)

Recently, teaching-learning procedures focused on student understanding has changed the didactic transposition of teachers' knowledge in the educational world. Accordingly, Pedagogical Content Knowledge, is believed to be the most important aspect of teacher knowledge in teaching-learning procedure. This study organized the misconceptions and error analyses focused on the function field which is the basis of secondary mathematics education and one subject hard to teach and analyze with respect to Mathematics Pedagogical Content Knowledge (MPCK).
This study organized content analysis frames of the misconceptions and errors of the function by putting previous studies together. The teachers' MPCK was analyzed based on the analysis frame. The result of this analysis of the misconceptions in terms of the content knowledge is that teachers tried to correct the students' misconceptions through many examples and the methods differed. We believe the errors in MPCK are that the teachers check the students' answered questions and correct students' wrong answers rather than previously plan the lesson for correction because the errors are revealed during the course of solving problems.
The analysis result of the teachers' MPCK appearing in the stage of lesson preparation and practice is that the degree of practical reflection of the planned lesson and which MPCK the teachers have in each stage can be recognised.

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