Abstract

This article is based on an international collaborative study that aimed to investigate mathematical preparation of prospective elementary teachers in several selected education systems in East Asia. This article reports the Korean portion of the study. A survey instrument was developed to explore not only prospective teachers' knowledge of elementary mathematics curriculum and their beliefs in their preparation and mathematics instruction but also their subject matter knowledge and pedagogical content knowledge on the topic of fraction division. A total of 291 seniors in 3 universities participated in the survey. The results reveal these prospective teachers' strengths and weaknesses with regard to their knowledge of fraction division, and suggest that content-specific pedagogical knowledge needs to be emphasized in the teacher preparation program.

Keywords

• teacher knowledge;
• fraction of division;
• subject matter knowledge;
• pedagogical content knowledge;
• education for prospective elementary school teachers

• 교사 지식;
• 분수 나눗셈;
• 교과 내용 지식;
• 교수 내용 지식;
• 에비 초등 교사 교육;