References
- Ministry of Education (2015). Mathematics curriculum (No. 2015-74). Seoul: Author.
- Ku, N. Y., & Lee, K. H. (2020). A study on middle school teachers' geometric unit curriculum material use: A case of a teacher community. School Mathematics, 22(2), 251-275. https://doi.org/10.29275/sm.2020.06.22.2.251
- Kwon, S. I. (2017). Developing the criteria for elementary mathematics class: Focused on introduction. Journal of Learner-Centered Curriculum and Instruction, 17(11), 757-773. https://doi.org/10.22251/jlcci.2017.17.11.757
- Kim, G. Y., & Jeon, M. H. (2017). Exploring teachers' pedagogical design capacity: How mathematics teachers plan and design their mathematics lessons. The Mathematical Education, 56(4), 365-385. https://doi.org/10.7468/mathedu.2017.56.4.365
- Kim, S. H., Kim, Y. S., & Han, S. Y. (2016). A study of criteria for self-assessment of lesson planning and teaching performance. The Mathematical Education, 55(2), 171-192. https://doi.org/10.7468/mathedu.2016.55.2.171
- Kim, J. W., & Pang, J. S. (2013, November). Elementary school mathematics lesson plan analysis: Focused on the thinking through a lesson protocol (TTLP). Proceedings of the 2013 International Conference of the Korean Society of Mathematical Education. Vol. 2, pp. 183-186.
- Pang, J. S. (2010). Evaluation standards for elementary school mathematics lessons to educate classroom-friendly teachers. Education Research Institute at Korea National University of Education (Ed.), Classroom-friendly practicum program: Elementary school (pp. 140-162).
- Pang, J. S., & Cho, S. Y. (2014). A survey of lesson plan for mathematics instruction by elementary school teachers. Journal of Learner-Centered Curriculum and Instruction, 14(4), 365-390.
- Sunwoo, J., & Pang, J. S. (2019). Domestic research trends of mathematics teacher education: Focused on the journals published since 2000 by the Korean Society of Mathematics Education. The Mathematical Education, 58(1), 121-138. https://doi.org/10.7468/MATHEDU.2019.58.1.121
- Lee, Y. J. (2015). The effects of functional features of peer feedback on pre-service teachers' classroom observations and instructional design. Journal of Learner-Centered Curriculum and Instruction, 15(5), 187-206.
- Lee, J. E., Lim, W., & Kim, H. J. (2016). Lesson planning: How do pre-service teachers benefit from examining lesson plans with mathematics teaching practices as an analytical lens?. Education of Primary School Mathematics, 19(3), 211-222. https://doi.org/10.7468/jksmec.2016.19.3.211
- Yim, Y. B., & Hong, J. G. (2019). Discuss on the finishing patterns of elementary math instructions. School Mathematics, 21(3), 591-606. https://doi.org/10.29275/sm.2019.09.21.3.591
- Choi, H. S. (2020). Exploration of instructional design changes of pre-service mathematics teachers by restructuring the lesson plan. Journal of the Korean School Mathematics Society, 23(1), 159-177.
- Amador, J. M. (2016). Teachers' considerations of students' thinking during mathematics lesson design. School Science and Mathematics, 116(5), 239-252. https://doi.org/10.1111/ssm.12175
- Beyer, C., & Davis, E. (2012). Developing preservice elementary teachers' pedagogical design capacity for reform‐based curriculum design. Curriculum Inquiry, 42(3), 386-413. https://doi.org/10.1111/j.1467-873X.2012.00599.x
- Brown, M. W. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. T. Remillard, B. A. Herbel-Eisenmann & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 17-36). Routledge: New York.
- Forbes, C. T., & Davis, E. A. (2010). Curriculum design for inquiry: Preservice elementary teachers' mobilization and adaptation of science curriculum materials. Journal of Research in Science Teaching, 47(7), 820-839. https://doi.org/10.1002/tea.20379
- Gonzalez, M., Gomez, P., & Pinzon, A. (2020). Characterising lesson planning: A case study with mathematics teachers. Teaching Education, 31(3), 260-278. https://doi.org/10.1080/10476210.2018.1539071
- Lampert, M. (2001). Teaching problems and the problems of teaching. London: Yale University Press. 방정 숙, 권민성 공역(2016). 가르치는 것은 왜 그렇게 어려울까?. 서울: 경문사.
- National Council of Teachers of Mathematics (NCTM). (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author.
- Remillard, J. T. (2005). Examining key concepts in research on teachers' use of mathematics curricula. Review of Educational Research, 75(2), 211-246. https://doi.org/10.3102/00346543075002211
- Reys, R., Lindquist, M. M., Lambdin, D. V., & Smith, N. L. (2015). Helping children learn mathematics (11th ed.). New York: John Wiley & Sons. 박성선, 김민경, 방정숙, 권점례 공역(2017). 초등교사를 위한 수학과 교수법 개정판. 서울: 경문사.
- Sherin, M. G., & Drake, C. (2009). Curriculum strategy framework: Investigating patterns in teachers' use of a reform based elementary mathematics curriculum. Journal of Curriculum Studies, 41(4), 467-500. https://doi.org/10.1080/00220270802696115
- Smith, M. S., & Stein, M. K. (2018). The five practices for orchestrating productive mathematics discussions (2nd ed). Corwin, VA: NCTM.
- Smith, M. S., Bill, V., & Hughes, E. K. (2008). Thinking through a lesson protocol: A key for successfully implementing high-level tasks. Mathematics Teaching in the Middle School, 14, 132-138. https://doi.org/10.5951/MTMS.14.3.0132
- Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world's teachers for improving in the classroom. New York: The Free Press.