• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.143-158
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• 2015

This research was conducted with focus groups interviews targeted at elementary teacher to analyze perceptions on storytelling based mathematics textbooks. As a result, elementary school teacher recognizes the introduction of storytelling as a major change in the revised textbooks. In addition, a change in the appearance of the revised textbook, the role of the Materials package, a change of assessment items, and increased exploration activity and the experience turned out to be having a significant impact on actual classroom as much as the introduction of storytelling.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.829-845
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• 2011

The purpose of this study was to examine mathematical performance predictions with gifted behavior ratings by teachers and parents. The participants of this study were 787 elementary 5th and 6th grade gifted students who took the mathematical performance test. This study asked gifted teachers and parents to rate gifted behaviors of these gifted students with using SRBCSS-R (Renzulli et al., 2002, 2009). The results indicated that gifted teachers rated gifted behaviors of the 5th grade gifted students higher than the 6th grade gifted students, except in 'mathematical characteristics.' Gifted teachers rated 'learning' gifted behaviors of male gifted students higher than those of female gifted students. In the meanwhile, parents of the 5th grade gifted students rated gifted behaviors higher than parents of the 6th grade gifted students in 'learning' and 'motivation.' In comparing the gifted behavior ratings by gifted teachers and parents, there were significant differences in 'learning' and 'motivation' ratings. That is, gifted teachers rated significantly higher 'learning' and 'motivation' of gifted students than parents. When this study explored the prediction of gifted behavior ratings by gifted teachers and parents on mathematical performances of gifted students, 'learning' and 'mathematical characteristics' ratings by gifted teachers predicted the mathematical performances of gifted students.

• Communications of Mathematical Education
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• v.31 no.2
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• pp.123-138
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• 2017

It is necessary to examine how operation and management of instruction in school field be affected by the curriculum. This study examines the actual conditions of instruction provided by teachers while expecting to be adjusted the curriculum with respect to the consideration given to individual student needs and regional specialization by focusing on the subject of mathematics. Ultimately, the purpose of this study is to assess and expect how well mathematics instruction would be being conducted in accordance with the goals of the curriculum. Furthermore, while reflecting the experimental result on teachers' opinions of the previous curriculum, this study suggests alternatives and supporting plans so that at the teacher level the curriculum might be successfully implemented.

• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.289-306
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• 2009

In this study, pre-service teachers who would be mathematics teachers of secondary school wrote the journal about learning mathematics. Journal writing helped pre-service teachers' math learning. Pre-service teachers could think mathematics reflectively, inquire it, represent their affectivity, plan the self-directed learning, and have the records of learning. They considered the educational issues as instructional methods, organization and management of instruction, assessment, and attitude of teacher. As well, they thought that journal writing was important in learning mathematics and how they would apply their students. Journal writing was meaningful to pre-service teacher education in cognitive and situative aspects.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.371-382
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• 2004

Kamii는 피아제의 발생론적 인식론이란 이론을 모태로 수학을 지도해야 학습자가 수학을 이해를 바탕으로 학습할 수 있다는 믿음을 지니고 있다. 본고에서는 Kamii가 이런 신념을 갖고 실시한 수업을 녹화한 비디오 자료에 나타나는 특징을 분석하였다. 첫 번째 특징은, 교사가 가르쳐야 할 지식을 직접적으로 지도하지 않는 대신에 학습자가 스스로 지식을 구성할 수 있도록 매개자의 역할을 한다는 점이다. 두번째, 기저지식으로서 학습자의 비형식적 지식을 학습자가 적극적으로 활용할 수 있도록 허용하는 분위기이다. 세 번째, 두 번째와 관련되어서 학습자의 사고과정은 성인이나 학문적 체계에서 운용되고 있는 사고 흐름과는 다르다는 것을 인정해 준다. 네 번째, 교사의 역할이 가르쳐야 할 지식을 가르치는데(전수하는데) 있는 것이 아니라 학습자들이 생성해 낸 여물지 않은 아이디어들을 익힐 수 있도록 환경을 조성하는데 있다. 다섯 번째, 학습자마다 기저지식이 다르기 때문에 동일한 학습주제라 할지라도 이해의 폭과 깊이가 다르다. 따라서, 전체학급을 대상으로 하는 수업 중이라 할지라도 개별적 학습을 염두에 두어야 한다. 학생들의 수학적 이해력이 저하된다는 염려의 목소리가 높아지고 있다. 이는 학생들이 이해를 바탕으로 한 수업을 받아 보지 못하기 때문이며, 이런 원인은 아마도 교사 자신이 이해를 바탕으로 한 수업 경험이 간접적으로든 직접적으로든 없기 때문일 것이다. Kamii가 실시한 수업이 학생 스스로 수학을 학습할 수 있다는 구성주의 원리를 적용한 성공적인 사례이며, 이와 같은 방향으로의 교수법의 변화가 있기를 기대한다.

• Communications of Mathematical Education
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• v.10
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• pp.303-324
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• 2000

수학 교육에서 새로운 정보기술의 교육적 사용의 범위는 커지고 교육 모형은 다양해지고 있다. 특히 중등 수학교육에서의 변화에 대한 기대도 커지고 있다. 본 논문은 미국 및 한국의 수학 교육계의 폭넓은 지지를 받는 NCTM의 컴퓨터 및 정보기술 활용에 관한 규준들의 교육적 의미, 방법, 효용 등을 정리하였다. 이어서 컴퓨터과학 교과과정에 포함된 수학 분야에 대한 컴퓨터과학자 Hamming의 견해를 소개하였다. 본 논문은 한국의 중등 교육에도 컴퓨터과학 교과가 시행될 것을 예정하면서 수학 교사들이 미리 컴퓨터과학을 교과과정을 이해함으로 통합 교과적 요소, 특성 그리고 역할 관계를 알아보았다.

• Journal of Educational Research in Mathematics
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• v.25 no.2
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• pp.139-155
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• 2015

This study aimed to investigate teacher learning in the context of a community. For the purpose of this study, two research questions about the kinds of teacher noticing in a community and the role of partnership were addressed. To build a learning community, a professional development project, PRIME, established partnerships with 11 high schools and one of the cluster meetings were investigated in this study. Three mentor teachers, three preservice teachers, and one university supervisor participated in the cluster meeting. For this study, the multiple data such as audio tapes of cluster meetings, observation notes, and interviews were analyzed using the analysis of narratives. The results showed that the participants engaged in different kinds of noticing of their own beliefs about teaching and learning, teacher practices, and teacher identities including noticing of students' understanding in classroom situations. The partnership played the crucial role of reinforcing relationships among teachers, assigning tasks, and creating various communities.

• The Mathematical Education
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• v.60 no.3
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• pp.321-340
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• 2021

As many changes in the future society represented by the age of artificial intelligence(AI) are expected to come, efforts are being made to draw the shape of the future education and various research methods are being employed to support the attempts. While many research studies use methods for deriving generalized results such as expert survey and trend analysis in along with a review of literature, there are attempts to apply the scenario methodology to explore ideas and information needed within a changing context. A scenario method, one of the experiential learning strategies, aims to seek various and alternative approaches by establishing a plan from the present conditions considering future changes. In this study, in-service teachers' perceptions and expectations of the interactivity between human and AI teachers were visualized by applying the role-play presentation technique that grafted the concept of role-play game to the scenario method. In addition, the mandal-art method was introduced to support in conducting productive discussion during the teachers' collaboration. This method appeared to help to depict teachers' perceptions of AI teachers in the detailed and concrete form, which may flow in the abstract otherwise. Through analyses of the teachers' role-play presentations with the implementation of the madal-art method it was suggested that most teachers would want to collaborate with an AI teacher for improved instruction and individualized student learning while they would take the instructional authority over the AI teacher in the classroom.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.131-148
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• 2016

Mathematical formal justification may be seen as a bridge towards the proof. By requiring the mathematically gifted students to prove the generalized patterned task rather than the implementation of deductive justification, may present challenges for the students. So the research questions are as follow: (1) What are the difficulties the mathematically gifted elementary students may encounter when formal justification were to be shifted into a generalized form from the given patterned challenges? (2) How should the teacher guide the mathematically gifted elementary students' process of transition to formal justification? The conclusions are as follow: (1) In order to implement a formal justification, the recognition of and attitude to justifying took an imperative role. (2) The students will be able to recall previously learned deductive experiment and the procedural steps of that experiment, if the mathematically gifted students possess adequate amount of attitude previously mentioned as the 'mathematical attitude to justify'. In addition, we developed the process of questioning to guide the elementary gifted students to formal justification.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.487-509
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• 2022

The purpose of this study is to analyze classroom discourse in the math classroom of middle school in China, which has a unique math classroom background of entrance examination for high school. To this end, this study analyzed teacher question statistics and episodes by teacher question type as starting speech in mathematics classroom discourse, and five IRF subtypes were especially identified by class discourse structure analysis. The data were analyzed focusing on a total of 15 transcripts of math classes recorded by three math teachers at H School in Guiyang, Guizhou Province, China, and written interviews of teachers. According to the results of this study, an average of 20 teacher questions were observed for each class, and the teacher question type was classified into confirmation question (understanding confirmation question, explanation request question, and double check question) and information question (information presentation question). In addition, according to classroom discourse analysis, the IRF discourse structure was divided into fragmentary evaluation, evaluation+reason, evidence of explanation, evaluation+student response re-statement, guidance on other thoughts or solutions, and student answer correction or teacher opinion presentation.