한국 사범대학 수학교육과의 교육과정 및 교수방법 분석
An analysis on the curriculum and teaching methods of Korean mathematics education departments
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This study has examined the current status of mathematics education departments by analyzing its curriculum and teaching methods. We analyzed data set of the number of faculty and students, curricula, textbooks and instructional methods among 23 mathematics education department in Korea. The data reveals that the curricula of the universities of education has shown that more content knowledge subjects are taught than pedagogy knowledge subjects. However, it is important to note that there is increasing emphasis on pedagogical content knowledge. In addition, the curricula of mathematics education departments deal with various aspects of pedagogical content knowledge. What matters is whether the system works for developing a sound and deep understanding of fundamental aspects of the subject matter in future mathematics teachers. The results of the study point to the importance of pedagogical content knowledge and to the essential components that can promote further understanding of effective teaching for preparing future teachers in mathematics education departments.
Abstract
This study has examined the current status of mathematics education departments by analyzing its curriculum and teaching methods. We analyzed data set of the number of faculty and students, curricula, textbooks and instructional methods among 23 mathematics education department in Korea. The data reveals that the curricula of the universities of education has shown that more content knowledge subjects are taught than pedagogy knowledge subjects. However, it is important to note that there is increasing emphasis on pedagogical content knowledge. In addition, the curricula of mathematics education departments deal with various aspects of pedagogical content knowledge. What matters is whether the system works for developing a sound and deep understanding of fundamental aspects of the subject matter in future mathematics teachers. The results of the study point to the importance of pedagogical content knowledge and to the essential components that can promote further understanding of effective teaching for preparing future teachers in mathematics education departments.
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