The aim of this study is to explore the pre-service math teachers' characteristics of education to develop their AI literacy and SW competency, and to derive some implications. We conducted a 14-hours AI and SW education program for pre-service teachers with theory and practice, and an analysis on class observation data, video frames of classes and interview, Python programming assignments and papers. The results of this case study for 3 pre-service teachers are as follows. First, two students understood artificial neural network and deep learning system accurately, furthermore, all students conducted a couple of explorations related with performance improvement of deep learning system with interest. Second, coding and exploration activities using Python improved students' computational thinking as well as SW competency, which help them give convergence education in the future. Third, they responded positively to the necessity of AI literacy and SW competency development, and to applying coding to math class. Lastly, it's necessary to endeavor to give a coding education to the student's eye level according to his or her prerequisite and to ease the burden of student's studying AI technology.

Most of calculus and real analysis are concerned with the study on continuous functions. Because of self-sustaining concept caused by everyday language, continuity has difficulties. This kind of viewpoint is strengthened with that teacher explains continuity by graph drawn ceaselessly and so finally confused with mathematics concept which is continuity and connection. Thus such a concept image of continuity becomes to include components which create conflicts. Therefore, we try to analyze understanding of continuity on university students by using the concept image as an analytic tool. We survey centering on problems which create conflicts with concept definition and image. And we investigate that difference of definition in continuous function which handles in calculus and analysis exists and so try to present various results on university students' understanding of continuity concept.

The purpose of this study is to confirm the MKT(Mathematical Knowledge for Teaching) of the in-service mathematics teachers on the statistics(Representative value, Degree of scattering) through the comparative analysis between the sub-elements of the MKT. In addition, it is to examine the factors that cause the difference of the subjects' MKT. To accomplish this, by the subject of 12 secondary in-service mathematics teachers, in this study the test items of the MKT on the statistics were developed and data were collected and analyzed. As a result of the analysis of the MKT test sheet, the CCK(Common Content Knowledge) and SCK(Specialized Content Knowledge) of the mathematics teacher was confirmed as a high score, whereas the and KCS(Knowledge of Content and Students) and KCT(Knowldge of Curriculum and teaching) were confirmed as low scores. In addition, through these results, it was shown that the difference in MKT's elements the middle school and high school teachers obtain occurred slightly.

The purpose of this study is to confirm the possibility of whether learning using a math learning platform can be used to expand students' conceptual structure and to consider how to use it. To this end, first-year middle school students studied using a math learning platform. Then, the concept map created was compared and analyzed with the concept map created before learning to examine the change in the concept structure. The results of analyzing the concept map are as follows. First, the change in the hierarchical structure of the concept appeared as the division of the upper concept was subdivided. However, it has also been changed to comprehensively integrate and simplify higher concepts. The term-centered concept structure has changed to content-centered superordinate and subordinate concepts. In the concept structure, subordinate concepts linked to one higher concept were expanded and differentiated. Second, changes in the integrated structure did not form a linkage structure. The expansion of the integrated structure of concepts through learning using the learning platform was influenced by the composition of the learning contents designed in the learning platform.

Classroom observation instruments are often used to evaluate teachers' instructional practices and provide feedback to inform interventions or research studies, or professional development efforts. While designed as research tools, many classroom observation instruments can provide important information to support teachers' learning and instructional change by providing a focus for formative assessment or self-evaluation of practice. In this paper, we review two classroom observation tools and the protocols for their use with an implementation example for one of the tools. These tools are more foreign to the field compared to others but have features that might serve as affordances in relation to the purposes of a specific investigation.

The Korean government initiated an educational policy regulating academic acceleration in schools (e.g., regulating teaching or assessing above-grade-level content) in order to normalize public education and prevent the growth of private tutoring. To analyze whether the policy is achieving its intended goals, this study examined how high school mathematics teachers responded to the policy. The findings indicate four distinct teacher responses: the teachers would teach above-grade-level lessons in classes, but not assess them on a test; the teachers sought academic acceleration to prevent excessive private tutoring, although the policymakers thought that teachers' academic acceleration results in an excessive demand for private tutoring; the teachers were willing to teach above-grade-level content for students, but they were reluctant to teach below-grade-level content due to the time constraints; and the teachers recognized that the policy limited their curricular autonomy, even though it was intended to ensure their autonomy. Implications for mathematics teacher educators and policymakers are discussed.

The purpose of this study is to investigate the impact of project learning using chatbots on artificial intelligence literacy. The subjects of the study were a total of 41 students from 1st to 3rd grade of general high school in Gyeonggi-do. Classes were held after school for a total of 6 hours, and the contents of the classes consisted of the concept and characteristics of artificial intelligence, the concept and expression of knowledge, OBT application for Kakao i open builder, guidance on how to create chatbots, and chatbot production practice. As a result of the pre- and post-test of the experimental group, the quantitative value of artificial intelligence literacy increased in all three grades. In the case of second-year students who set up a comparison group, when compared with the results of the comparison group, there was a significant positive effect on the AI literacy result, and female students were found to be more effective than male students.

This study examined what questions posed, and for arranging the matters, what decisions made, what practices put into by elementary preservice teachers during his or her enacting and reflecting mathematics teaching. Analysis of the study focused on the mathematics instructions practiced by four participants in practicum for senior students. Their own questions raised by each one in the instructional designs, performances, and reflections were picked out and categorized by five dimensions of mathematics instruction; the nature of classroom tasks, the role of the teacher, the social culture of the classroom, mathematical tools as learning supports, and equity and accessibility. Their instructional decision-makings and action-takings for answering to these questions were analised.