• 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.

• School Mathematics
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• v.11 no.4
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• pp.583-605
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• 2009

This research aims to examine the characteristics and main subjects of the mathematics class-criticism by elementary' teachers. In this aim, we analyzed the mathematics class-criticism by the 11 elementary teachers. As the results of this research, the elementary teachers criticized the mathematics class while understanding and describing the class as it is. And mathematics class-criticism by elementary teachers showed contextual and situational characteristics. Furthermore, the main subjects of mathematics class-criticism by elementary teachers were identified as mathematical communication, teacher's question to foster the students' mathematical thinking, appropriateness of task, motivation for students, concrete operational activity, appropriateness on teacher's mathematical behavior and teacher's use of mathematical term, experience of inductive reasoning. While, we identified the significance of mathematics class-criticism for elementary teachers. The elementary teachers pointed out the necessity and importance of the mathematics class-criticism on the mathematics class in usual context.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.261-271
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• 1998

This study investigated the influences of applying the Cognitive Conflict Process Model (the Procedural Teaching Model using Cognitive Conflict Strategy: Kwon, 1989) upon students' achievement and attitudes in a middle school science concept instruction. For the treatment group, science instruction to apply the Cognitive Conflict Process Model was used. For the control group, traditional instruction was used. Prior to instruction, students' pre-conceptions test and attitudes test related to the science were administered. After instruction, the above two tests and the regular examinations were measured. Also students' perceptions of their teacher's new teaching style was investigated by questionnaire. But, above all, the main purpose of this study was to investigate the principal accompanying matters of general application of the teaching model to science concept instruction rather than conceptual and attitudinal change. Therefore, this study identified necessary conditions of applying the teaching model to science instruction.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.211-227
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• 2013

This study is designed to help pre-service teachers to improve their teaching skills in elementary math class. For this, the consulting program with 5-steps was planned and applied to three elementary pre-service teachers. Each class the teachers performed was analyzed by both Flanders's Interaction Analysis Category System and participant observation. As results of consulting, the common characteristics of three pre-service teachers are shown. Firstly their teaching style is non directive, but they fail to induce their students spontaneously respond. They often ignore or don't use their students' respond they think incorrect to develop the next ideas. Simply saying, their classes are typically teacher-oriented but they are not authoritative. It is proved that consulting program is effective for improving developing non directive teaching skills, but is not much effective decreasing teachers' comment and increasing students' rolls in a math class.

• Journal of the Korean School Mathematics Society
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• v.6 no.2
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• pp.55-69
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• 2003

It is clear that students attending at technical high schools, which are commonly believed to have low mathematical learning standard, are able to improve their mathematical learning abilities through concrete operational activities. One thing that teachers should remember is that the subject in learning is the student not the teacher any more, so that teachers are able to become assistants by letting students study independently rather than passively.

• School Mathematics
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• v.12 no.3
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• pp.337-351
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• 2010

Blackout game on a certain size of the Go table, which looks simple, involves a variety of mathematical modeling. This study uses a research and education method. While the mathematically gifted students were playing blackout game, the author, as the instructor, observed the ways in which they approached various mathematical models. Based on the data, this study examines the effects of blackout game on the children's cognitive processes. This study further discusses the issues of questions.

• School Mathematics
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• v.12 no.2
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• pp.151-176
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• 2010

This research aims to conduct the teaching experiment based on the constructivism to elementary preservice teachers and report on how they construct and develop the mathematical knowledge on ratio concept. Furthermore, this research aims to examine the significances and difficulties of "constructivist teaching experiment" which are conceived by elementary preservice teachers. As the results of this research, I identified the possibilities and limits of mathematical knowledge construction by elementary preservice teachers in the "constructivist teaching experiment". And the elementary preservice teachers pointed out the significances of "constructivist teaching experiment" such as the experience of prior thinking on the concept to be learned, the deep understanding on the concept, the active participation to the lesson, and the experience of learning process of elementary students. Also they pointed out the difficulties of "constructivist teaching experiment" such as the consumption of much time to carry out the constructivist teaching, the absence of direct feedbacks by teacher, and the adaption on the constructivist lesson.

• Journal of the Korean School Mathematics Society
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• v.8 no.2
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• pp.291-314
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• 2005

The purpose of this paper was to investigate the difficulties experienced by the novice elementary school teachers in the mathematics classes and suggest some implications for teacher education and effective adaptation of novice teachers. The researchers observed mathematics lessons of 6 novice elementary school teachers and interviewed on the difficulties that they experience in teaching mathematics. The data were collected by lesson observations, interviews, discussion and email communications and categorized the data the types of difficulties those the teachers experience. The difficulties were difference between theory and practice, explanation, questioning, differentiated lesson, application of teaching method, evaluation, and understanding of mathematics. The implication from this study is that novice teachers need to supported by the administration as well as actively participate at various types of educational meetings.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.47-63
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• 2023

In this study, we analyzed the PCK components in the materials units of the third and fourth grades of the Korean government-authorized teacher's guides for elementary school, developed in the 2015 revised national curriculum. The results showed that the PCK components were presented in a relatively balanced manner compared to the teacher's guides for middle school. Knowledge of the subject matter accounted for the highest proportion, and knowledge of instructional strategies in science accounted for a higher proportion than knowledge of the science curriculum. The knowledge of assessment in science showed the greatest deviation among publishers, and knowledge of students tended to show the lowest. By subcomponents, experiments and inquiries had a higher proportion than concepts and theories. The ratio of horizontal articulation was lower than that of vertical articulation or lesson objectives, and lesson objectives were presented in various ways, such as in core competencies and achievement standards for science. As questioning was emphasized, teaching strategies and questioning appeared at a similar rate. Motivation and interest, misconceptions were linked to teaching strategies and questioning. In some cases, assessment items and assessment criteria were presented at each level, and various PCK components were linked to these two components. Components with relatively large differences among publishers were supplementary or in-depth concepts, inquiry in textbooks, instruction sequence and method, subject-specific strategies, and assessment items. From the results, the implications for the development of teacher's guides were discussed.

• School Mathematics
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• v.5 no.3
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• pp.275-295
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• 2003

This study intends to understand the practice of elementary school mathematics education, focusing on the teaching and learning methods. To achieve these goals, we reviewed and analysed instructional methods pertaining to both (general) pedagogy and mathematics education. And we designed and implemented a questionnaire survey regarding the elementary school teachers' opinions. Moreover, we observed several mathematics lessons of elementary school to understand better the practice of teaching and learning. From these survey and observation, we learned several important aspects of investigation and development of instructional methods.