유아교사의 수학교과교육학 지식(MKT)의 필요성에 대한 인식 = Perceptions of early childhood teachers about mathematical knowledge for teaching

다국어 초록 (Multilingual Abstract)

This study investigates the perceptions of early childhood teachers about mathematical knowledge for teaching. Three hundred sixty-three kindergarten and child care center teachers completed questionnaires about mathematical knowledge for teaching in early mathematics education. Nine items centered on knowledge of curriculum, 10 items on content knowledge, 17 items on knowledge of teaching, 5 items on learners (young children), and 4 items on professional development were rated on a 5-point Likert-type scale. The Cronbach α reliability test results ranged from .90-.98. The results demonstrate that early childhood teachers have high perceptions about mathematical knowledge for teaching being especially high on the knowledge of teaching and lowest on content knowledge. The perceptions of early childhood teachers about mathematical knowledge for teaching differed by education level, certificate, coursework, working institution, and teaching child` ages.

참고문헌 (Reference)

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