• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.19-33
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• 2019

Objective: The purpose of this study is to understand how the experience of studying mathematics education for young children based on picture books is affecting pre-service early childhood teachers with their attitude toward mathematics and mathematics teaching efficiency. Methods: For this, a total of 39 pre-service early childhood teachers majoring in early childhood education at S university located in G metropolitan city participated in the study. 20 of them are randomly assigned to the experimental group while the rest 19 were assigned to the control group. The experimental group participated in the classes of mathematics education for young children based on picture books for 15 weeks, while the control group attended the normal classes of mathematics education for young children for the same period of time. By using SPSS 18.0 Program for the collected data, t-test was conducted for differences in the results of attitude toward mathematics and mathematics teaching efficiency. Results: The results of this study are as follows. Firstly, the experience of studying mathematics education for young children based on picture books had a positive effects on pre-service early childhood teachers' attitude toward mathematics, improved values and interest in mathematics, and reduced anxiety about mathematics. Secondly, the experience of studying mathematics education for young children based on picture books had a positive effects on improving pre-service early childhood teachers' mathematics teaching efficiency. Also, both faith in ability and faith in results have improved significantly. Conclusion/Implications: These results imply that the experience of studying mathematics education for young children based on picture books is an effective teaching-learning method in improving pre-service early childhood teachers' attitude toward mathematics and mathematics teaching efficiency.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.145-162
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• 1998

This study investigated the effect of teaching mathematical communication in mathematics learning. Cooperative learning, mathematics pin pals, and writing a mathematics diary were used to teach how to communicate mathematically. The experimental group was assigned to cooperate in class, to write a mathematics diary at the end of each class, and to exchange the mathematics pen pals once a week. The control group was taught by the traditional teaching method. The results were analyzed quantitatively and qualitatively. The learning achievement between the two groups was performed with pretests and posttests. And after this study, mathematics pen pals, video protocol and open-ended test were analyzed. The results of this study are the following: 1. There were little differences in learning achievement test between the group taught through communication and those not. And there were little differences in the results of achievement test between the two groups-high and low level classes.2. Cooperative learning, writing a mathematics diary and mathematics pen pals were effective as methods of teaching communication mathematically. The analysis of mathematics pen pals which is to investigate student's writing abilities showed that pen pal partners were improved in QCAI communication levels. There was a significant difference between the two groups in open-ended test. This means that communication learning has an effect on the tests for mathematical thought, reasoning, and creative thought. The analysis of video protocol showed that four students in a cooperative group were improved in their speaking and listening abilities.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.381-403
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• 1998

As a researcher engaged in the mathematical education, mathematics teachers are interested in instructional methods. While it is unlikely that the viewpoints of individual mathematics teachers are reflected in making decisions on instructional purposes and instructional contents, a good many parts of instructional methods on mathematical facts are decided by individual teachers. This means that the role of mathematics teachers is given much weight in the mathematical education. Therefore, the mathematics teachers must not be excluded in all parts of the study of mathematical education. We studied the instructional methods of function concept, a central topic in school mathematics from the following perspectives. First, we examined the characteristics of the three(correspondence-centered, middle, dependence centered) viewpoints about the essence of function concept. And we should that which of them should be the viewpoint of instruction of function concept in school mathematics. Second, we investigated the questions regarding the process of function instruction in school mathematics and presented alternative instruction methods of function concept to solve the questions. Third, we postulated the importance of polynomial function, relating college mathematics in order to present the reason why the polynomial function is importantly treated in functional instruction of school mathematics.

• The Mathematical Education
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• v.41 no.2
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• pp.173-187
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• 2002

The purpose of this study through ethnographic inquiry is to describe how an elementary teacher teaches mathematics with understanding. The ways that teachers'beliefs affect instructional activities, what means understanding from the view of cognitive psychology, and ethnographic research tradition were reviewed to anchor theoretical background of this study. A third-grade teacher and his 45 students were selected in order to capture vivid and thick descriptions of the teaching and learning activities of mathematics. Three major sources of data, that is, participant-observation with video taping, formal and informal interviews with the teacher and his students, and a variety of official documents were collected. These data were analyzed through two phases: data analysis in the field and after the fieldwork. According to data analysis, ‘teaching mathematics with understanding’ was identified as the teachers central belief of teaching mathematics. In order to implement his belief in teaching practices, the teacher made use of three strategies: ⑴ valuing individual student's own way of understanding, ⑵ bring students' everyday experiences into mathematics classroom, and ⑶ lesson objectivies stated by students. It is suggested for future research that concrete and specific norms of mathematics classroom for the improvement of mathematics understanding are needed to be identified and that experienced and skillful teachers' practical knowledge should be incorporated with theories of teaching mathematics and necessarily paid more attention by mathematics educators.

• The Mathematical Education
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• v.51 no.2
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• pp.161-171
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• 2012

Generally mathematics is regarded as a subtle subject to grasp their true meaning. And teacher's personal conceptions of mathematics influence greatly on the teaching and learning of mathematics. More over often teachers confess their difficulties in explaining the true nature of mathematics. In this paper, applying the theory of epistemology, we tried to search factors that must be counted important when trying to understand the true nature of mathematics. As results, we identified five characteristics of mathematical knowledge such as logical reasoning, abstractive concept, mathematical representation, systematical structure, and axiomatic validation. Next, we tried to investigate math education major students' conception of mathematics using these items. To proceed this research we asked 51 students from three Universities to answer their opinion on 'What do you think is mathematics?'. Analysing their answers in the light of the above five items, we got the following facts. 1. Only 38% of the students regarded mathematics as one of the five items, which can be considered to reveal students' low concern about the basic nature of mathematics. 2. The status of students' responses to the question were greatly different among the three Universities. This shows that mathematics professors need to lead students to have concern about the true nature of mathematics.

• Journal of the Korean School Mathematics Society
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• v.10 no.1
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• pp.1-25
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• 2007

The purpose of this study is to investigate the degree of mathematics teachers' recognition and understanding of mathematics education curriculum at the college of education. The subject of this study is 30 secondary school mathematics teachers who graduated from the department of mathematics education at the college of education. To accomplish this study, loather's knowledge is divided into two groups such as 'subject matter knowledge' (ready-made mathematics) and 'pedagogical content knowledge' (school mathematics and its teaching planning and methods). As a result, this study examines which subjects are required to achieve the pedagogical content knowledge in order to be a professional mathematics teacher.

• Journal for History of Mathematics
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• v.26 no.1
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• pp.103-118
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• 2013

The purposes of this article are to discuss how mathematics classroom in the departmentalized classroom system can be established for effective education, and describe current efforts within departmentalized mathematics classrooms toward achieving this goal. A departmentalized mathematics classroom would be most effective in improving education if implemented after comprehensive preplan for the specificity of the subject and characteristics of students depending on their grades and levels in their unique school environment. Continued investigation for effective communication of teaching and learning methods in a mathematics classroom will be a key component to set a departmentalized mathematics classroom up and to improve the quality of education.

• School Mathematics
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• v.6 no.2
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• pp.181-211
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• 2004

Recently, there are many countries which have tried to renew mathematics curriculum in the world. The study aims to induce useful implications for improving our mathematics curriculum through reflections on revised mathematics curriculums in many countries. In order to attain these purposes, the present paper reflects systems and contents of mathematics curriculum of Germany, which is not well known to us in spite of old mathematical tradition including Klein's theory for mathematics education. But there are inherent mathematics curriculum for each state in Germany Therefore this paper analyzes mathematics curriculum in state Nordrhein-Westfalen. Under these analyses, implications for our mathematics curriculum are discussed.

• Journal of the Korean Society for Industrial and Applied Mathematics
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• v.11 no.2
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• pp.31-40
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• 2007

What is the "new paradigm"? It is impossible express it in one or two words, but if one had to; the closest might be the "holistic approach". The expression can be justified by the fact that the conclusions above lead to a greater intermixing of mathematics with engineering and natural sciences subjects, typically expressed in the form of examples of simplified real problems. They also lead to a greater intermixing of subjects within mathematics so that the courses should have less separation e.g. between symbolic and numerical mathematics. The conclusions also lead to the spreading the mathematics courses throughout all study years, not just the first two years. Of course, this should be done with great care in order to guarantee studies that are logically linked together. The new paradigm also means that the needs arising from industrial mathematics must be taken into account in the contents of engineering mathematics courses. Such topics are e.g. multivariate methods, statistics and use of mathematical software. What are we expected to gain from the paradigm shift? The primary benefit should be in obtaining more productive engineers equipped with a better degree of mathematical preparedness for engineering problems. But in addition, it should also promote more intensive use of applied mathematics and easier communication with professional mathematicians, often needed in complicated industrial problems.?Finally, it can be noted that the new paradigm is in harmony with the basic ideas of the CDIO (Conceive - Design - Implement - Operate) initiative for producing the next generation of engineers [1]. New ideas for engineering education can be found also in the homepage of SEFI (European Society for Engineering Education) [2].

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.615-631
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• 2010

Exercise is still an important method for mathematics learning and teaching, but there is only a few researches which involve the effectiveness of exercise in mathematics learning. This study is designed for giving some implications to researchers who are interested in developing mathematics exercise books for low achievers with respect to effectiveness. For this, 'Suhak-Ikhimchaek', the Korean elementary mathematics workbook, is chosen and in particular, 'multiplication number fact', one of the units of the book, is analyzed with the following respects: achievement levels of learners, arrays of exercise, the amounts and period of exercise, exercise type. Finally, this study proposes composing principles for developing exercise books for low achievers in mathematics.