• The Mathematical Education
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• v.62 no.1
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• pp.117-149
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• 2023

This study attempted to design a virtual space using ZEP, a metaverse platform, to enable mathematics classes in the metaverse space, to apply it to mathematics classes, and to find out changes in students' affective domain. As a result, students showed positive effects in terms of subject efficacy, subject interest, intrinsic motivation, class satisfaction and participation. In addition, we found the possibility of customized classes for each student level by performing different missions in classroom classes with limited time and space.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.403-426
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• 2012

This paper analyzed 20 teaching practices of elementary mathematics lessons which were recognized as effective instruction by the local educational offices throughout Korea, using an analytic framework with 4 main domains (i.e., curriculum and content, teaching and learning, classroom environment and atmosphere, and assessment) and a total of 44 sub-elements. The results of this study showed that the lessons focused on the key mathematics concepts according to the national mathematics curriculum and learning objectives, managed students in terms of shared rules within each classroom, and evaluated students' understanding of the concepts at the end of the lesson. However, the lessons did not foster students' calculation skills and only partly used either technology or game. Building on the related studies, this paper included implications of implementing high-quality mathematics instruction.

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.521-536
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• 2017

One of difficulties with which teachers meet is to have underachievers with no willingness and motivation for study involved in class. Mathematics underachiever are average or above average in their intelligence but their actual achievement in mathematics did not coincide to their intellectual capabilities. The teaching strategy for them is to motivate them to try to study mathematics and to experience the improvement in their mathematics grade. In this paper, we choose flipped classroom as the strategy of teaching basic mathematics to math underachievers and applied it to them. Then we wanted to make sure the possibility for applying flipped classroom to teaching math underachievers through the analysis of change in the scholastic achievement of students in mathematics and mathematical disposition. The results of this study are as followings; First, when we taught basic math to underachievers using a flipped classroom, we confirm that math underachievers with active participation improved scholastic achievements significantly. Second, the flipped classroom was led to positive effects in an affective domain. In particular, it showed the most noticeable change in the area of willingness to math problem-solving and perception about the value of mathematics.

• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.163-183
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• 2009

The purpose of this study was to provide useful information for teachers by analyzing mathematical communication emphasized through 'exploratory activity' and 'story corner' in elementary textbooks based on the revised curriculum. Two classrooms from the first grade and second grade respectively were observed and videotaped. Mathematical communication of each classroom was analyzed in terms of questioning, explaining, and the sources of mathematical ideas. The results showed that only one classroom focused on students' thinking processes and explored their ideas, whereas the other classrooms focused mainly on finding answer. Particularly, this tendency often appeared when implementing 'story corner' than 'exploratory activity'. The reason for this was inferred that teachers were not familiar with teaching mathematics in stories and that teachers' manual did not include concrete questions and students' expected responses. This paper included implications on how to promote mathematical communication specifically in lower grades in elementary school.

• Journal of the Korean School Mathematics Society
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• v.22 no.3
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• pp.199-219
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• 2019

It is necessary to study how to plan and perform the process-focused assessment of the teacher as the planner and practitioner to examine the application of the process-focused assessment for mathematical subject competency in a mathematics classroom. In this study, we designed and conducted an experimental lesson based on the process-focused assessment for elementary school students. This study explored the practical application of the process-focused assessment. In addition, we explored how to apply it to elementary mathematics education. This study suggests a method to embody the process-focused assessment class that can be applied in the 2nd grade mathematics class in elementary school. We propose future research on how to provide individual feedback to each student's needs in the process-focused assessment.

• School Mathematics
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• v.11 no.3
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• pp.335-349
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• 2009

The purpose of this study is to explore how a mathematics teacher's beliefs about mathematics and teaching and learning and mathematics and how such beliefs are related to her knowledge manifested in her mathematics instruction. The study illustrates images of teaching practice of an American mathematics teacher in middle grades mathematics classrooms. Results suggest that the teacher seems consistent in teaching in terms of her beliefs about mathematics and learning and teaching mathematics in some degrees. In particular, the teacher's beliefs affected the ways in which mathematics teacher organized and structured her lessons.

• Communications of Mathematical Education
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• v.10
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• pp.505-517
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• 2000

수학 학습에서 컴퓨터와 계산기의 활용은 시각화의 강화로부터 직관력과 사고력의 향상을 가져왔다. 컴퓨터 대수체계(Computer Algebra System)가 탑재된 수학 학습용 컴퓨터 프로그램과 계산기가 활발히 사용되고 있으며, 교수매체로서의 활용은 지식 정보전달 체계와 학습자의 지식 구성방법에 새로운 패러다임을 형성하였다. 특히 수학학습용 그래픽 계산기(Graphing Calculator)는 휴대형(Hand-held Technology)으로 학습공간의 이동(Mobil Education)이 가능하며, 수학학습 전용기라는데 의미를 둘 수 있다. Symbolic Graphing Calculator를 활용한 수업에서 학습자는 계산기를 가지고, 기호연산 실행 조작을 통해 자신의 사고과정을 표현하고, Symbolic Graphing Calculator는 실행 조작에 즉각적으로 과정과 결과를 제공하며, 다른 표상과 상호작용을 함으로써 학습자 스스로의 규제가 강화된 과정을 통해 지식을 구성하게 된다. 이때 교사는 지식 정보전달 체계인 대화형 실행매체(IMTs)를 작성하여 학습자의 지식 형성에 안내자의 역할을 하게 된다. 이번 워크샵에서는 CASIO fx 2.0을 활용한 교실 수업모형을 그래프 표상과 연계한 방정식의 풀이과정을 통해 알아본다.

• The Mathematical Education
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• v.63 no.3
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• pp.411-436
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• 2024

This study investigated how Korean elementary, middle, and high school students perceive mathematics learning situations to determine whether the mathematics classes provided in schools met the standards of a highquality educational experience. Using a comprehensive survey that considers both formal and implementation aspects of mathematics classes, responses from 15,418 students were analyzed to gain insights into their views on the classroom environment, instructional methods, and overall learning experience. The results indicate that as students advance in grade level, their perceptions of mathematics learning situations become increasingly negative, and mathematics classes are still perceived as being teacher-centered. Additionally, it was found that mathematical manipulatives and technological tools are not being effectively utilized, and that students' learning experiences are influenced by class size and the availability of mathematics subject-exclusive classrooms. Based on these findings, several recommendations were made to improve the quality of mathematics education and enhance students' perceptions: implementing teaching methods that increase student engagement in learnercentered classes, providing opportunities for active and diverse use of teaching aids and technological tools beyond simple calculations, maintaining appropriate class sizes, and expanding the use of mathematics subject-exclusive classrooms. These considerations are crucial for creating a more engaging and effective mathematics learning environment that aligns with evolving educational standards and meets students' needs. The findings of this study provide actionable insights for educators and policymakers aiming to improve the quality of mathematics education in Korea.

• Education of Primary School Mathematics
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• v.12 no.2
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• pp.99-115
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• 2009

One of remarkable characteristics of 2007 revised mathematics national curriculum is the emphasis of communication in classroom. It does not mean only listening students' comments. In other words, it is different from presentation of individuals' thoughts. In the paper, teaching and learning practices required teachers who want to establish classroom culture supporting harmonious communication in mathematics instruction.

• Journal of the Korean School Mathematics Society
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• v.8 no.3
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• pp.343-356
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• 2005

The purpose of this study is to search whether mathematical beliefs have changed when new social norms are formed in math classroom through research using survey papers about mathematical beliefs and math class video photographing. In addition, it would search for social norms of mathematical classroom which affects to students' mathematical beliefs by analyzing culture of mathematical classroom. The result was that the class focusing only general social norms wasn't enough to change students' mathematical beliefs. And as we have examined sociomathematical norms of math classroom through analyzing culture of mathematics classroom, it has affected students' mathematical beliefs.