| Summary: | 碩士 === 國立新竹師範學院 === 初等教育學系 === 84 === The purpose of this study is to explore the student teachers''
pedagogical content knowledge in elementary mathematics, its
sources, and its structure. For the purpose, the study employs
multiple-case design. Participants are three student teachers
with different major. The data are collected from
nonparticipant-observation, interview and documentation. The
main findings of this study can be summarized as follows:1. This
study supports the centrality of subject matter among the other
areas of pedagogical content knowledge and proposes to place
context knowledge at the bottom of the pedagogical content
knowledge structure.2. The content of each area of the student
teachers'' pedagogical content knowledge structure is identified
and depicted.3. There are four characteristics in the student
teachers'' pedagogical content knowledge structure: (1) the
content of each area of the student teachers'' pedagogical
content knowledge structure is far from completeness and needs
to be developed; (2) the bonds among areas of the structure are
incomplete and unstable; (3) the structure is a value-laden
organization; (4) the school contexts socialize the pedagogical
content knowledge of the student teachers.4. The student
teachers'' pedagogical content knowledge derives from internal
and external sources. The internal sources which include subject
matter knowledge, teacher education, apprenticeship of
observation, teaching experience and reflection are interacting
with one another. The external sources which include textbook,
teaching guides, colleagues, and reference materials are limited
in quantity and quality. Based on these finding, implications
for teaching mathematics, teacher education, educational
politics and future studies are suggested.key words: pedagogical
content knowledge, teacher knowledge, mathematics, teaching,
student teacher, case study
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