• Education of Primary School Mathematics
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• v.24 no.2
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• pp.83-102
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• 2021

Curricular noticing is about how teachers understand the content and pedagogical opportunities inherent in curriculum materials. Since the enacted curriculum differs depending on which aspect of the curriculum material is paid attention to and how to interpret it, it is necessary to focus on Curricular Attending and Curricular Interpreting in Curricular Noticing for enhancing the teaching expertise of preservice teachers. First, this study categorized the objects that preservice elementary mathematics teachers attended when planning the lesson for rate. Second, in order to find out the reason for paying attention to those objects, it was analyzed what factors were related to interpret. By discussing the results, implications were drawn on how to use Curricular Noticing in preservice teacher education to enhance the pedagogical design competency of preservice elementary mathematics teachers.

• School Mathematics
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• v.18 no.2
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• pp.349-373
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• 2016

Comparison of curriculum between various countries is a major research method for studying a course and content quoted on Korea's national curriculum. Therefore this research focuses on comparing and analyzing a new curriculum which Australia has announced on 2012 and conducting since 2015. From this research result, we found that Australia's curriculum achievement shows some unique characteristics. Such examples can be dealing a concept with real life context and proposing a mathematical content specifically. Also they introduce the definite integral by defining to the sum of series. There are other characteristics such as modelling motion, and numerical integration which Korea's highschool curriculum achievement doesn't deal with, and the content of vector calculus is handled more deeply. As a result of analyzing Australia's textbook, it fully deals with the supplementary notion to help understand mathematical definition. Hence further research will be needed later on to relieve the aspect of cognitive burden on Korean learners.

• The Mathematical Education
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• v.58 no.3
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• pp.347-365
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• 2019

It is important to pay attention to how teachers recognize and use curriculum materials in order to link written curriculum and enacted curriculum. In this study, 90 preservice mathematics teachers were surveyed to identify their perspective and reading of curriculum materials. Especially, we focused on the curriculum documents, textbooks, and teachers' guidebooks containing the concept of conditional probability which is addressed in highschool mathematics curriculum. The various misconceptions of conditional probability were reported in the many researches, and there are multiple methods to introduce conditional probability in mathematics classes. As a result, curriculum materials have some limits to be used as they are and considered to be reconstructable by participants, but their curriculum reading were mainly classified to be descriptive and evaluative, not to be interpretive. However, unlike curriculum documents, textbooks and teachers' guidebooks were partially interpreted by participants using their knowledge of conditional probability. The purpose of this study is to investigate the profession of mathematics teachers in terms of curriculum implementation. We expect that this study will provide a basic framework for analyzing mathematics teachers' works and suggest some implications for the professional development of mathematics teachers.

• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.99-121
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• 2009

This study analyzed the difficulty trend of item which are common with TIMSS 1999, 2003, 2007 and are released since TIMSS 2007. The results show that the 7th curriculum has positive effects on the students' achievement in the domain such as spatial sense of rotation, ratio proportion percent, pattern, calculation of decimal numbers, concept of angle, area of triangle, and qualitative approach to graph. And the results leaved the consideration for the process of scoring, teaching method of statistical probability concept, and making table as a problem solving method.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.371-382
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• 2017

The texts in the national science curriculum documents are expected to be interpreted in the same meaning as that of the authors. In this study, the science achievement standards in national curriculum documents were examined through an analysis of the differences between the interpretations of Korean language education experts and science education experts. Three Korean language education experts designed and utilized an analysis framework on science curriculum standards from their viewpoints while three science education experts utilized TIMSS cognitive domain framework to analyze the 2009 Korean revised science curriculum achievement standards. The differences between interpretations of both groups were analyzed qualitatively through interviews. First of all, the two groups seemed to have different meanings for terms such as "explain," "analyze," "define," and "cause and effect." The science achievement standards described by general verbs like "explain" were interpreted in various ways. The verb "explain" that appears many times in the science achievement standards seem to be representing the "describe" subsections in the framework of Korean language education expert rather than the "explain" subsections of the framework of science education experts. Science education experts seemed to focus on prepositional phrases, which indicate inquiry process, while Korean language education experts seemed to focus on objective phrases. Moreover, the science education experts would interpret the achievement standards based on their background knowledge while the Korean language education experts would interpret them based on the structure of the sentences. This study suggests that achievement standards should specifically indicate the levels and scopes of cognitive domain as well as the knowledge domain. Also, integrations of achievement standards in cognitive domains of Korean language and science subjects should be considered.

• Journal of the Computational Structural Engineering Institute of Korea
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• v.12 no.4
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• pp.607-618
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• 1999

유한요소법의 강의와 학습을 지원하는 컴퓨터 기반 교육시스템(computer-based training system)을 개발하였다. 이 시스템은 유한요소해석을 요소 모델링에서부터, 최종결과의 계산에 이르기까지 여러 개념과 과정을 가시화하고, 사용자가 직접 상호작용 적으로 실습하고, 해석과정에 개입하여 모의 조작(simulation)하며, 그 반응을 관찰할 수 있는 여러 기능을 갖추고 있다. 이 시스템을 이용하여 실제적인 유한요소해석을 실행 할 수 있다. 따라서 이 시스템을 유한요소법의 보조 교육 재료로 활용할 뿐만 아니라 실제적인 유한요소해석 소프트웨어로 병용함으로써 유한요소법의 교육과 학습의 효과를 높일 수 있다.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.89-106
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• 2009

The purpose of this study was to investigate the perspectives on curriculum of secondary school home economics(HE) teachers, the HE teacher efficacy level, and the correlation between their perspectives on HE curriculum and the HE teacher efficacy. A questionnaire survey was carried out to the 500 HE teachers from middle and high schools across the nation, 215 questionnaires were used in the final analysis. The findings of this study were as follows: First, most of HE teachers had the biggest interest in interpretative perspective and some teachers had a interest in critical perspective. On the other hand, a few teachers only had a interest in technical curriculum perspective. Second, HE teachers who worked in the big cities tended to be more interested in interpretative perspective than those who worked in small cities. HE teachers from 25 to 40 years olds tended to be more interested in critical perspective than those who were more than 50 years old. Also, HE teachers with less than 15 years of experience tended to be more interested in critical perspective than those who had worked for more than 15 years. Third, the average of the HE teacher efficacy level was 3.69. The efficacy level of studying support was the highest. Then came class support, environment support, instruction strategy, and demands alternation in order. Fourth, there was moderate correlation between the interpretative perspective on curriculum of middle and high school HE teachers and teacher efficacy level in comparison with other curriculum perspectives.

• 대학교육
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• s.102
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• pp.46-50
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• 1999

• Communications of Mathematical Education
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• v.13 no.1
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• pp.161-167
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• 2002

본 연구의 목적은 초등학생들이 자신의 전제 해석 유형에 따라 일정한 추론 결과를 내는가를 알아봄으로서, 초등학생들이 일정한 법칙에 따라 사고하는가를 알아보고자 하는데 있다. 지필 검사와 면담을 통해 24명의 대상아동 중 20명(83%)이 자신의 전제 해석 유형에 따라 일정한 추론 결과를 내고 있음을 알 수 있었다. 이를 통해 초등학생의 추론 과정은 일정한 법칙을 따르고 있다는 것을 알 수 있었다. 산발적이라고 생각되는 초등학생의 답일지라도 면밀히 관찰해 보면 그들 나름의 일정한 법칙에 의해 산출한 답이었다. 이러한 사실은 사고의 결과 뿐 아니라 사고의 과정에 대한 깊은 관심이 필요하다는 것을 시사한다.

• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.603-617
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• 2012

The 2011 Revision of the National Mathematics Curriculum, amended based on the 2009 Curriculum version, focuses on three important issues: 1) 20% reduction of the previous curriculum contents; 2) improvement of students' creativity through mathematical processes; 3) flexible management of curriculum. Despite the importance in applications, it has not provided a manual for textbook authors and teachers. Consequently, they are likely to encounter difficulties in interpreting goals of learning achievements. This paper identifies the purposes and contents of achievement standards, and discusses how to implement it at school.