• Education of Primary School Mathematics
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• v.21 no.2
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• pp.151-162
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• 2018

The purpose of this study was to investigate the effects of teacher's mathematical belief and student's mathematical performance, sex on the perception of mathematics classroom quality. And this study also detailed the relation between self-directed learning attitude and perception of mathematics classroom quality. For this purpose, this study used 'Students Perception of Mathematics Classroom Quality(SPOCQ)' as an instrument. This instrument focuses on appeal, challenge, choice, meaningfulness, self-efficacy. The 430 5th and 6th grade elementary school students were included in sample. The results obtained in this research are as follows; First, there was a significant difference in the perception of mathematics classroom quality between positive mathematical belief teacher's group and negative mathematical belief teacher's group. So, teacher's mathematical belief influence on the students' perception of mathematics classroom quality. Second, there was a significant difference according to the student's mathematical performance and sex. The students of high mathematical performance usually had positive perception of mathematics classroom quality and the male students also had higher mean than female students. Third, there was positive correlation between self-directed learning attitude and perception of mathematics classroom quality.

• The Mathematical Education
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• v.59 no.3
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• pp.237-254
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• 2020

The current study investigated the relationships between mathematical knowledge for teaching and the mathematical quality in instruction in order to gain insight about teacher education for secondary teachers in South Korea. We collected and analyzed twelve high school teachers' scores of the multiple-choice assessment for mathematical knowledge for teaching developed by the Measures of Effective Teaching project. Their instruction was video recorded and analyzed with the mathematical quality in instruction developed by the Learning Mathematics for Teaching project. We also interviewed the teachers about how they planned and assessed their instruction by themselves in order to gain information about their intention and interpretation about instruction. There was a statistically significant and positive association between the levels of mathematical knowledge for teaching and the mathematical quality in instruction. Among three dimensions of the mathematical quality in instruction, mathematical richness seemed most relevant to mathematical knowledge for teaching because subject matter knowledge plays an important role in mathematical knowledge for teaching. Furthermore, working with students and mathematics as well as students participation were critical to decide the quality of instruction. Based on these findings, the current study discussed offering opportunities to learn mathematical knowledge for teaching and philosophy about how teachers need to consider students in high schools particularly in terms of constructivism.

• Education of Primary School Mathematics
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• v.23 no.4
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• pp.175-189
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• 2020

The purpose of the present study was to investigate the structural relationships between elementary teachers' mathematics instruction, teachers' mathematics teaching efficacy, students' mathematical interest, and mathematics achievement. To achieve this goal, we used TIMSS 2015 Korean data and implemented multilevel structural equation modeling given that student data were nested within the school data. The findings reveled that at the student level, the instructional quality rated by students positively affected student mathematical interest. Additionally, student mathematical interest positively affected student mathematics achievement. Although the direct effect of instructional quality on student mathematics achievement was insignificant, the total was significant. At the school level, there were positive direct effects of instructional quality and teacher's mathematics teaching efficacy on student mathematical interest. The direct effects of instructional quality, teachers' mathematics teaching efficacy, and student mathematical interest on mathematics achievement were not significant. However, the total effects of instructional quality and teachers' mathematics teaching efficacy on mathematics achievement were significant. Based on the results, we discussed the implications of the study.

• Communications of Mathematical Education
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• v.19 no.1 s.21
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• pp.1-14
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• 2005

Piaget는 인류가 지식을 구성해 온 방식과 유사한 방식으로 어린이들도 자신들이 학습해야 할 지식을 학습할 수 있다고 가정한다. Kamii는 이 가정을 확인하고자 하는 열망으로 실험교수법을 이용한 수학수업을 실시하였다. 본 고에서는 Kamii가 얻은 결과 중 곱셈에 대한 결과를 발생론적 인식론 입장에서 논의가 이루어 질 것이다. 이 논의는 어린이들이 구성해 가는 지식이 선대인들이 사용하던 지식과 유사하다는 점과 어린이들이 구성해 가는 지식이 완성된 지식의 형태를 갖출 수 있다는 점을 중심으로 이루어진다. 또한, 그 결과로부터 전통적인 수학 교수법에 변화가 있어야 함을 발생론적 인식론을 적용한 수학 수업의 특징과 비교하면서 시사점을 논의하고자 한다.

• Journal of Educational Research in Mathematics
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• v.13 no.3
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• pp.267-286
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• 2003

The purpose of this study was to understand the structures underlying Korean elementary teachers' attitudinal beliefs toward reform-oriented mathematics instruction and predict their intentions to change traditionally-oriented teaching practice. The theory of planned behavior (TPB) developed by Fishbein and Ajzen provided a conceptual framework for the examination of factors that influence Korean teachers' beliefs, attitudes, subjective norms and perceptions of control factors. Data were gathered through a survey instrument from 281 teachers who teach mathematics in a metropolitan city of Korea. Descriptive statistics and multiple regression analyses were conducted to analyze the data. Findings indicate that Korean elementary teachers' change in Instructional practice is based primarily on their judgements regarding the likelihood of occurrences of certain consequences if they engage in teaching mathematics in a reform-oriented way. Teachers' perceptions of important others regarding the reform-oriented mathematics instruction seem to play a minor role in teachers' instructional change. Teachers' perceptions about control factors that prohibit or help teach mathematics in a reform-oriented way do not seem to make significant improvement in predicting their intentions to change traditionally-oriented teaching practice.

• Journal of Educational Research in Mathematics
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• v.27 no.4
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• pp.639-661
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• 2017

This article reviews several classroom observational frameworks and introduces one of them, Teaching for Robust Understanding of Mathematics (TRU Math) framework, in more detail. The TRU Math framework has unique features, especially of which it helps researchers and practitioners analyze lessons with a focus on opportunities to learn and on how students access to the learning opportunities in mathematics classrooms rather than focusing on teacher behaviors. In this article, using this TRU Math framework, a Korean high school mathematics lesson was analyzed. The analysis illustrates the aspects of good mathematics teaching according to the five dimensions that we theorized. It provides implications on how to better use the tool for both research and practice in Korean school culture and teacher professional development contexts.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.1-22
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• 2010

The purpose of this study was to examine the relationship between teacher's role and interaction patterns in mathematics classrooms. Teacher's role was divided into usual practices with students, usual practices with content and usual practices with students and contents, and interaction patterns were classified into report, inquiry and discussion. The subjects in this study were teachers and students in three fourth- grade classes in T elementary school located in Seoul. After the classes of every math teacher were observed, three teachers who played distinctively unique roles were selected in accordance with the results of the first-semester autonomous supervision, of open class for parents and of the instructional observation. Thus, there was a close relationship between the teacher roles and interaction patterns. And it's concluded that students are able to have a more discussion on each other's ideas in the student-centered classroom, and that teachers should perform active roles in that process. Given the findings of the study, there are some suggestions: First, the teachers appeared to fulfill consistent roles when their videotaped classes, study aids and performance assessment materials were analyzed, and they should play more active roles in mathematics class. Second, they should try to create the kinds of climate that encourages students to come up with ideas in an active manner. Third, earlier studies had focused on student-teacher interaction patterns, but this study found that the roles of the teachers depended on interaction with not only students but study aids and performance assessment materials, and that the interaction patterns hinged on their roles as well. Therefore more profound research efforts should be directed into this issue.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.409-434
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• 2015

The purpose of this study was to investigate the influences of teaching mathematics for social justice on students'interest towards mathematics and perceptions of mathematical values. Eighteen 6th grade students, at B elementary school in Seocho-gu, Seoul, who wished to involved in the study participated in the 10 hour lessons. During the lessons for social justice, the researchers analyzed the students' reactions in the lessons according to the three categories: Perceiving given problematic situations of social conflicts, searching for problem-solving methods based on mathematical analysis, and changing social behaviors to solve life issues through mathematics. They also examined changes of students' interest towards mathematics and perceptions of mathematical values through the activities and reactions using the preliminary questionnaires, observations of lessons, and students' activity sheets. The research results showed that the students perceived mathematics as a tool for social justice in mathematics lessons, tried to find problem-solving methods based on mathematical analysis, and expressed their active social behaviors by cultivating the will of practice to solve life issues through mathematics. Based on those findings, the study reached the following conclusions. First, the students recognize many of the social problems in their societies as social justice regardless of their economic levels. Second, learning activities need to design in a way that students can accept the social problems as realistic situations in teaching mathematics for social justice. Third, students look at the world from a mathematical perspective, have interest in mathematics, and recognize the values of mathematics in teaching mathematics for social justice.

• Research in Mathematical Education
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• v.1 no.2
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• pp.127-137
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• 1997

수세기는 초등 수학교육의 기초로서 보통 유치원 과정 이전부터 시작된다. 그러나, 서수와 기수의 구별된 사용의 중요성은 미국의 "학교 수학의 교과 과정과 평가 기준" (NCTM 1989)에서 뿐만 아니라 학교 교육의 현장에서도 많이 간과되고 있는 실정이다. 일반적으로 사용되는 수직선 (Number line)과 다르게 구조적으로 개발된 Hasse's structured number line을 사용하여 학생들에게 수세기의 의미와 기술을 가르친다면 구체적 경험을 통해 수학적 사고 능력을 키우고 개발하는데 도움이 된다. 만약 Hasse 의 9가지 수준에 따라 다양한 학습 활동을 개발하여 수업 계획을 세워서 학습을 진행한다면 수업은 역동적이며 매우 흥미로워 질 것이다. 학생들은 말로 나타내기(Verbalization)와 상상(Imagination)의 충분한 경험을 바탕으로 정신적 표현(Mental representation)을 개발하여 수세기 기초를 확립하고 나아가 연산을 쉽게 수행할 수 있을 것이다. 여기에 소개된 교구들과 학습 활동들은 초등 수학 교육이 암기 위주의 문답식이 아니며 얼마나 역동적이고 흥미로울 수 있나를 보여준다.

• Communications of Mathematical Education
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• v.28 no.4
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• pp.431-455
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• 2014

The purpose of this study was to suggest methods to apply generalizability theory to mathematics teacher evaluation using classroom observations in Korea by analysing mathematics teachers in the U.S. using the instructional quality of assessment instrument as an illustrative example. The subjects were 96 teachers participating in Year 3 and Year 4 from the Middle-school Mathematics and the Institutional Setting of Teaching (MIST) project funded by the National Science Foundation since 2007. The MIST project investigates the following question: What does it takes to support mathematics teachers' development of ambitious and equitable instructional practices on a large scale (MIST, 2007). This study examined data based on both the univariate generalizability analysis using GENOVA program and the multivariate generalizability analysis using mGENOVA program. Specifically, this study determined the relative effects of each error source and investigated optimal measuring conditions to obtain the suitable generalizability coefficients. The methodology applied in this study can be utilized to find effective optimal measurement conditions for the mathematics teacher evaluation for professional development in Korea. Finally, this study discussed limitations of the results and suggested directions for future research.