• Communications of Mathematical Education
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• v.37 no.3
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• pp.497-516
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• 2023

The purpose of this study is to explore the possibility of enhancing teachers' pedagogical design capacity using ChatGPT. For this purpose, a survey was conducted to investigate preservice teachers' perceptions of ChatGPT, and lesson plans created using ChatGPT were analyzed from the perspectives of design elements, conversations with ChatGPT, and information transforming. The results showed that pre-service teachers have a rather passive attitude toward the use of ChatGPT, and that teacher moderation and ChatGPT characteristics affect pre-service teachers' perceptions of the use of ChatGPT. In addition, pre-service teachers mainly used ChatGPT for motivational activities and play activities, and there were significant differences in the level of utilization of ChatGPT among individuals, i.e., how they interacted with ChatGPT and how they transformed information. Based on these findings, we explored the possibility of using ChatGPT for teacher professional development and teacher education.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.373-389
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• 2015

This study was to investigate the practice of the teachers who changed their teaching subject to Mathematics from other subjects. Teacher, A who had traditional belief and Teacher, B, non-traditional belief were chosen for the study through the questionnaire in Sep. 2014. The result indicated that Teacher, A in traditional belief showed teacher-centered teaching but Teacher, B in nontraditional belief showed inconsistent way of teaching in comparison to the original perspective. The later said she could not teach students as she wanted to teach because of the lack of knowledge of teaching as a math teacher. The difficulties Teacher, A encountered were: to handle too many works beyond teaching and to teach too many contents to cover without having enough time to prepare. Teacher, B didn't know how to teach students math in a constructivism way. They asked to offer them more in-service training program to develop their expertise for teaching mathematics.

• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.115-134
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• 2003

In this paper I have tried to find the points which current Math teachers should reconsider in their classes and suggested how to improve the teaching methods in the class. For these answers, I analysed Teaching plans of 30 Math teachers in K province and observed their model classes. The conclusions acquired by these observations are the followings. First, Math teachers should have a great deal of enthusiasm in their classes. Second, Math teachers must understand the curriculum. Third, Math teachers have to understand their students. Fourth, Math teachers should endeavor with other teachers through the workshop. Fifth, Math teachers should be professional and open-minded to make their classes public anytime.

• The Mathematical Education
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• v.46 no.4
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• pp.465-482
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• 2007

The purpose of this study was to explore how pre-service elementary school teachers participate in a course specifically designed to help them learn how to analyze instruction in terms of the levels of cognitive demand of mathematical tasks. This paper describes what prospective teachers learned while reading the cases of "implementing standards-based mathematics instruction", analyzing all tasks of one unit in one elementary mathematics textbook, observing master teachers' mathematics instruction as well as their colleagues during the practicum period, and developing their own cases on the basis of the design and implementation of instruction focused on mathematical tasks. This paper includes various reflections of the prospective teachers.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.487-507
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• 2011

Despite the recent increased attention to mathematics teacher education there have been lack of empirical studies on how to teach teachers. A study of mathematics instruction for prospective teachers can be conducted either by a teacher educator's critical reflection on her teaching or by observation of others' teaching practices. This paper was from the author's observation of a mathematics instruction course for future elementary teachers at the University of California at Irvine. As such this paper described in detail how the course was implemented throughout the quarter and drew implications for a teacher preparation program in Korea. As the course had a specific purpose of promoting future teachers' expertise in mathematics instruction and employed various strategies that were different from a typical university course, this paper is expected to provide teacher educators with the insight of an alternative teaching style and to provoke discussion of how to connect theory to practice for effective teacher education.

• Journal of Educational Research in Mathematics
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• v.16 no.3
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• pp.251-272
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• 2006

The purpose of the present study is to explore the process of teacher change as elementary school teachers participated in a community focused on improving mathematics teaching. To do so, a professional community lot improving instructional practice consisted of a group of voluntary elementary school teachers. The professional community provides participating teachers with great opportunities to share their understanding of practical knowledge related to mathematics teaching and learning and change mathematical beliefs as well as to learn pedagogical content knowledge. This study approached to teacher professionality in terms of mathematical beliefs and teaching practice. The change of teaching practice was measured coherently both with a questionnaire and with a mathematics teaching standard developed for this study. The findings of this study point out that techers' beliefs about how students learn mathematics have chantged. This study also indicated that after participating in the professional community focused on improving mathematics teaching, teachers' mathematical teaching is changed toward the more students' oriented way. Especially, it is observed that the meaningful change in participating teachers' teaching practice took place with respect to the role of teachers, students' interaction, mathematical tasks, and problem solving. Finally, this study implies that teachers can have an opportunity to change their beliefs and deepen their professionality about elementary mathematics teaching and learning through participating in the community of practice, through which participating teachers can share their practical knowledge and their understandings about teaching and learning of elementary 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 of the Korean School Mathematics Society
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• v.25 no.2
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• pp.195-224
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• 2022

In this study, pre-service mathematics teachers cultivated technology content teaching knowledge (TPACK) in the regular curriculum of the College of Education. The course was designed to enhance pre-service teachers' mathematical communication skills by using an application, which is a mobile mathematics learning content for the development of group creativity of high school students. The educational program to improve mathematics teaching expertise using the application for group creativity expression consists of pre-education, goal setting, planning, teaching at school, and evaluation. In this process, pre-service teachers evaluated technology tools. They also wrote a task dialogue, lesson play, reflective journal, and lesson plan to guide high school students to develop group creativity in both app activities. As a result of the educational program, pre-service mathematics teachers cultivated TPACK and enhanced their mathematical communication skills with high school students to develop group creativity.

• School Mathematics
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• v.16 no.3
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• pp.519-542
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• 2014

This study analyzed characteristics which emerged while 45 secondary school teachers observed a video clip about a statistics instruction. The aim of this study based on the analysis was to deduct implications in terms of the various means which would enhance teachers' knowledge in teaching statistics and assist in designing statistics education programs for teachers and professional development initiatives. To achieve this goal, this research firstly developed framework descriptors which provided this study with theoretical foundations to investigate what characteristics appeared in the teachers' observation. Secondly, this study probed the observation results from the teachers in the light of the framework. Therefore, some issues in the teacher education program for teaching statistics were thirdly identified in the categories of 'focus of instruction', 'role of the teacher and discourse' and 'data and technology' based on the analysis. This research inspires the elaboration of exactly what features effective statistics classes have through the framework descriptors and additionally the elucidation of essential matters relevant to statistics education on the basis of the issues.

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.27-45
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005 KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK The goal of this research was to (1) explore the in light meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge(PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.