학술저널
A case study was conducted to investigate the understandings of the subject matter knowledge and pedagogical content knowledge held by 63 elementary preservice teachers in dealing with the division by a fraction. The study results showed that, in terms of the subject matter knowledge, the preservice teachers did not have a conceptual understanding of the division by a fraction and, in terms of the pedagogical content knowledge, they depended heavily on algorithms without a conceptual understanding of the meaning of the division by a fraction.
I. 서론
II. SMK 와 PCK에 대한 이론적 배경
III. 연구의 내용
IV. 연구 결과 분석 및 토론
참고문헌
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