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- 저자 : ( Issic Kui Chiu Leung ) (검색결과 2 건)
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( Issic Kui Chiu Leung ),( Lin Ding ) 한국수학교육학회 2014 수학교육 학술지 Vol.2014 No.2
This study is a part of a larger scale of study in investigating the Hong Kong pre-service teachers` knowledge of teaching and beliefs. In this article, the eight pre-service teachers` knowledge of teaching on one topic named systems of linear equation in two unknowns is presented. The knowledge of teaching was examined by the framework of “Knowledge Quartet” (Rowland, Huckstep & Thwaites, 2005a; 2005b). The results reveal that the majority of participated Hong Kong pre-service teachers possess knowledge at the level of procedural boundedness and insufficient understanding of algebraic operations of this topic, which leads to inefficient explanations and representations. In addition, they demonstrate to have developed a good master of routine skills such as classroom management and homework check, yet lack the knowledge and experience in preparing for students` unexpected questions and explaining the underlined rationale behind steps in solving equations. This paper discusses the implications for teacher education at the end..
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( Leung Issic Kui Chiu ) 한국수학교육학회 2014 뉴스레터 Vol.30 No.5
This study is a part of a larger scale of study in investigating the Hong Kong pre-service teachers`` knowledge of teaching and beliefs. In this article, the eight pre-service teachers`` knowledge of teaching on one topic named systems of linear equation in two unknowns is presented. The knowledge of teaching was examined by the framework of "Knowledge Quartet" (Rowland. 2005). The results reveal that the m~jority of participated Hong Kong pre-service teachers possess knowledge at the level of procedural boundedness and insufficient understanding of algebraic operations of this topic, which leads to inefficient explanations and representations. In addition, they demonstrate to have developed a good master of routine skills such as classroom management and homework check, yet lack the knowledge and experience in preparing for students`` unexpected questions and explaining the underlined rationale behind steps in solving equations. This paper discusses the implications for teacher education at the end.
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