• The Mathematical Education
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• v.51 no.2
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• pp.173-189
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• 2012

This study investigated elementary and secondary mathematics teachers' views on: (1) Requirements for good mathematics teaching (2) what professional development programs and supports are needed for these requirements. In particular, this study analyzed the common and difference between school levels and teaching experiences. For it, we developed questionnaire and the questionnaire was anonymously answered by one-hundred-five elementary and secondary mathematics teachers. We suggested implications related to professional development programs for mathematics teachers based on common and difference between school levels and teaching experiences.

• Journal of the Korean School Mathematics Society
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• v.21 no.1
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• pp.63-89
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• 2018

In this study, the researcher developed a course integrated mathematical problem posing activities in order to enhance pre-service mathematics teachers' ability to carry out problem posing activities in mathematics classroom, and examined the changes of pre-service mathematics teachers' perceptions about problem posing through the course. The problem posing course developed in this study consisted of three stages: education on the theories regarding problem posing; activities with problem posing; development and implementation of problem posing tasks. According to the results of the questionnaires, interviews, and class journals data analysis, the problem posing experiences provided in this study were very effective in improving pre-service mathematics teachers' understanding of the problem posing strategies and the benefit of problem posing activities to student learning. Particularly, the experience in various problem posing activities and the implementation experience of problem posing provided in the course played a key role in the improvement of pre-service mathematics teachers' understanding of problem posing and PCK.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.655-679
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• 2010

This study was created with the intent of improving the teaching quality of the teachers responsible for instructing higher level math programs. Additionally, this research study was designed to analyze the instruction of mathematically gifted students by using "The Flanders Category System" and "TIMSS video analysis". The results of this study will provide opportunities for a deeper understanding of ways to improve the quality of gifted instruction in mathematics and furthermore will increase the expertise of teachers in the realm of gifted education in mathematics.

• Journal for History of Mathematics
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• v.25 no.4
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• pp.139-155
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• 2012

This study researched the trends of mathematics education in Korean mathematics class in the aspects of teaching and learning method, assessment and teachers' competency based on TIMSS 1995, 1999, 2003 and 2007. For the mathematics teaching and learning method, the differentiated instruction rate is higher. The activities focused on students not teacher are more, and frequencies of homework are higher but time spent for homework is less than the past. Especially, mathematics teachers link homeworks to instructions. And mathematics teachers uses more multiple choice items and more various assessment methods than the past. The average age of mathematics teachers tends to become older since 1995. The major of mathematics teacher are primarily mathematics and mathematics education. Korean mathematics teachers have less self-esteem for teaching mathematics contents and have more various interactions with peers. The rate of participating in-service training is more or less according to training contents.

• Education of Primary School Mathematics
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• v.17 no.3
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• pp.189-203
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• 2014

The purpose of this study was to analyze the strengths and weaknesses resulting from a study of elementary mathematics lessons among in-service teachers and to discuss implications for the direction of improvement of the study on elementary mathematics lessons based on teacher learning community. The results of this study showed that the study on elementary mathematics lessons based on teacher learning community improved teacher knowledge related to teaching mathematics, enhanced teacher's accomplishment and self-esteem, made it possible for participant teachers to teach one another, created atmosphere in which teachers investigated instruction via sustainable and systematic lesson study. However, some limitations were noticed such as regulations by the social norms of the teacher learning community, the influence of an expert teacher, teachers' unprofessional decision making, and lack of systematic evaluation and reflection on lessons. Based on these results, this paper closes with critical implications to enhance teacher learning community.

• Journal for History of Mathematics
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• v.25 no.1
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• pp.89-105
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• 2012

This study analyzed the lesson analysis reports and survey of pre-service teachers who have practiced the microteaching in order to identify the reflection of mathematics pre-service teachers. The professors who are teaching pre-service teachers need to propose the examples of an instructional model that can induce the opened reaction and the effective usage of time through interesting topics. In addition, pre-service teachers who have practiced the first microteaching have shown a lot of reflection more than expected. Therefore, to improve the quality of lectures, it is important for pre-service teachers to have experiences of microteaching and reflection.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.39-65
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• 2013

This study intended to draw some suggests for the development of mathematics teachers' expertise through the comparison research of pre-service and in-service teachers' PCK about questioning in elementary mathematics class. For this purpose, questionnaire survey was conducted to some pre-service and in-service teachers about the PCK concerning the way how questioning during mathematics class. This survey revealed the following implications. First, from the perspective of mathematics classroom, it is still more important the practical knowledge about how to teach which is evolutionally developed passing through the experience and currier of teaching than theoretical knowledge itself. Comparing the teachers' PCK about the two related knowledge types of mathematics contents, in case of procedural knowledge related PCK it was more asked of teachers' expertise than the case of conceptual knowledge related PCK. Thirdly, in case of learners' incorrect answer, for the desirable teaching it should be a questioning focused on whether there being or not the systematic among the learners' incorrect answer, and in case of appreciating the learners' understanding about the presently taught contents the questioning should be constructed considering the relevant contents early learned.

• School Mathematics
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• v.10 no.4
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• pp.515-535
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• 2008

As part of developmental research of a student-teaching practicum program, this research analyzed a mathematics preservice teacher's questioning. The practicum program is based on the model of reflective practice in a collaborative inquiry community for learning-to-teach. This paper describes how a preservice teacher's questioning pattern had changed on the program participation and explain how the change in discourse can be considered as an indicator for the pre service teacher's professional development. Suggestions for the future program development are discussed.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.399-424
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• 2014

Although teacher preparation programs are important for prospective teachers to build a foundation of teaching expertise, there has been lack of research in this area. This paper analyzed in what ways prospective teachers' ability in describing and commenting on elementary mathematics instruction has been changed while they were taking in the course of teaching elementary school mathematics. The results of this study showed that in late description the teachers tended to notice the core flow of a lesson and the use of instructional strategies appropriate to the mathematical content to be taught. They also tended to comment on instructional strategies and mathematical discourse from the teacher's perspective and evaluated them without alternative approaches. A noticeable change occurred in late comments wherein prospective teachers considered both the teacher and students, supported their comments by theories they had learned through the course, and interpreted the classroom events they had noticed. Building on these results, this paper closes with implications of teacher education programs to enhance prospective teachers' ability to analyze elementary mathematics lessons.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.537-554
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• 2014

In this study, we investigated a good way for teacher professional development. Based on this way, we designed teacher training program. We carried out teacher training program for 50 secondary school mathematics teachers in July 2014. In this teacher training courses, teachers conducted recording mathematics teaching-learning processes by dialogue between teacher and student according to Socratic method. We also shared the practices of teacher educators, teachers and colleagues. In this teacher training, we tried to cultivate teachers' abilities needed to a good mathematics instruction. And we aimed to equip the attitude that guided reflection on their mathematics class. Through the teacher training, teachers recognized the need to study on the thinking of students and take into account students' expected reaction on the part of learners. Also they developed an attitude as reflective practitioners and recognized the need of teacher learning communities for their professional development.