• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.599-617
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• 2011

This study is aimed at finding some drawbacks of current elementary mathematics textbooks and to give suggestions for ongoing new textbooks according to 2009 revised curriculums, by comparing and analyzing Korean textbooks and chinese textbooks of People's Education Press. The areas are confined to number concepts, addition and subtraction for comparative analyzing. The results are followings: Korea textbooks have more verbal expressions, designated instructive activities for students to do, similar algorithm applied for enlarging mathematical concepts, bigger number concepts and number usage of operations, and monotonous number sense activities. Therefore Korean textbooks, compared to China's, is more weaker in areas such as encouraging student's interest, in challenging mathematics, and in forming fundamental mathematical concept.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.701-722
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• 2010

Students have to investigate, experiment and inquire using the manipulative materials and real-world thing for studying Geometry. Manipulative materials activities encourage to understand mathematical concept and connection of symbol. Experiment activities using the computer focused the student's intuitive and inquisitive activities because of visualization of an abstract mathematics concept. This study developed a workbook through the use of manipulative materials and computer for operating and experimenting, and suggested a method for inquiry of geometrical properties and proved an effect. Manipulative materials-experiment activities was proven effective to middle level and lower level students in understanding the geometrical properties, and was proven effective to high level and lower level students when it comes to mathematical communication ability. When students operate, at first, they have to know about the feature and information of the materials, and the teacher has to make an elaborate plan and encourages the students to discuss about this.

• 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.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.39-65
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• 2013

This study intended to draw some suggests for the development of mathematics teachers' expertise through the comparison research of pre-service and in-service teachers' PCK about questioning in elementary mathematics class. For this purpose, questionnaire survey was conducted to some pre-service and in-service teachers about the PCK concerning the way how questioning during mathematics class. This survey revealed the following implications. First, from the perspective of mathematics classroom, it is still more important the practical knowledge about how to teach which is evolutionally developed passing through the experience and currier of teaching than theoretical knowledge itself. Comparing the teachers' PCK about the two related knowledge types of mathematics contents, in case of procedural knowledge related PCK it was more asked of teachers' expertise than the case of conceptual knowledge related PCK. Thirdly, in case of learners' incorrect answer, for the desirable teaching it should be a questioning focused on whether there being or not the systematic among the learners' incorrect answer, and in case of appreciating the learners' understanding about the presently taught contents the questioning should be constructed considering the relevant contents early learned.

• Communications of Mathematical Education
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• v.36 no.1
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• pp.59-72
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• 2022

The purpose of this study is to understand the characteristics of the mathematical modeling tasks and lesson designs developed by pre-service teachers based on the inherent awareness of mathematical modeling, considering the importance of creating a task to perform mathematical modeling activity and designing a lesson. As a result, the mathematical modeling tasks developed by pre-service teachers mainly presents an appropriate amount of information using real life contexts for the purpose of learning using concepts, and it showed a tendency to develop to the level of cognitive demand that required procedures with connections to understanding, meaning, or concepts. And most of the developed modeling task-based lessons showed a tendency to design warm-up activity, model-eliciting activity, and model-exploration activity. This result is due to the lack of experience of pre-service teachers in creating mathematical modeling tasks. Therefore, it is necessary to continuously provide opportunities for pre-service teachers to learn concepts or create mathematical modeling tasks intended for exploration according to various mathematical contents, thereby actively cultivating their ability to create modeling tasks in the course of training pre-service teachers. Furthermore, it is necessary to strengthen the expertise in mathematical modeling teaching and learning by providing opportunities to actually perform the mathematical modeling-based classes designed by pre-service teachers and to experience the process of reflecting on the lessons.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.189-209
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• 2014

This study designed and developed a model of ill-structured problem solving and ill-structured problems for the 4th, 5th, and 6th graders. In addition, two sets of ill-structured problems has been explored to 23 4th graders, 33 5th graders, and 23 6th graders in elementary schools in order to investigate their problem solving, creative personality, and mathematical reasoning. The model of ill-structured problem solving was suggested ABCDE (Analyze-Browse-Create-DecisionMaking-Evaluate) model and analyzed participants' problem solving procedure. As results, participants showed improvement between pretest and posttest in problem solving and the high graders showed the greater creative personality.

• Education of Primary School Mathematics
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• v.21 no.3
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• pp.329-349
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• 2018

The purpose of this study is to investigate the mathematical belief of elementary school preservice teachers and elementary school teachers and to analyze their differences in mathematical belief. The results of the analysis are as follows. First, Elementary school preservice teachers generally regard the belief in the nature of mathematics as 'rules and procedures' and emphasize the 'process of inquiry' about the beliefs of learning mathematics. When comparing the beliefs according to gender, there is a significant difference only in the category of 'teacher instruction' among the beliefs of learning mathematics. Second, elementary school teachers generally regard the nature of mathematics as a 'inquiry process' and have a 'student-led' belief about the learning mathematics. There is no significant difference of the belief about the nature of mathematics and learning mathematics between the elementary school teachers by gender and majors. However, when comparing the mathematical beliefs according to educational level, there is a difference in beliefs about the nature of mathematics. Third, comparing the mathematical beliefs of elementary school preservice teachers and elementary school teachers, there is no statistically significant difference between the two groups in the 'rules and procedures' subcategories of the nature of mathematics, but there is a significant difference in 'inquiry process'.

• School Mathematics
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• v.15 no.1
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• pp.37-59
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• 2013

The purpose of this study was to examine and analyze the mathematical tasks in the high school textbooks. In particular, it aimed to reveal the overall picture of the level of cognitive demand of the mathematical tasks in the textbooks. We adopted the framework for mathematical task analysis suggested by Smith & Stein (1998) and analyzed the mathematical tasks accordingly. The findings from the analysis showed that 95 percent of the mathematical tasks were at low level and the rest at high level in terms of cognitive demand. Most of the mathematical tasks in the textbooks were algorithmic and focused on producing correct answers by using procedures.

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.395-418
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• 2007

The purpose of this study was to analyze the influence of mathematical tasks on mathematical communication. Mathematical tasks were classified into four different levels according to cognitive demands, such as memorization, procedure, concept, and exploration. For this study, 24 students were selected from the 5th grade of an elementary school located in Seoul. They were randomly assigned into six groups to control the effects of extraneous variables on the main study. Mathematical tasks for this study were developed on the basis of cognitive demands and then two different tasks were randomly assigned to each group. Before the experiment began, students were trained for effective communication for two months. All the procedures of students' learning were videotaped and transcripted. Both quantitative and qualitative methods were applied to analyze the data. The findings of this study point out that the levels of mathematical tasks were positively correlated to students' participation in mathematical communication, meaning that tasks with higher cognitive demands tend to promote students' active participation in communication with inquiry-based questions. Secondly, the result of this study indicated that the level of students' mathematical justification was influenced by mathematical tasks. That is, the forms of justification changed toward mathematical logic from authorities such as textbooks or teachers according to the levels of tasks. Thirdly, it found out that tasks with higher cognitive demands promoted various negotiation processes. The results of this study implies that cognitively complex tasks should be offered in the classroom to promote students' active mathematical communication, various mathematical tasks and the diverse teaching models should be developed, and teacher education should be enhanced to improve teachers' awareness of mathematical tasks.

• School Mathematics
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• v.10 no.1
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• pp.43-61
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• 2008

This study is based on the pedagogical aspect that both connections of mathematical concepts and a geometric approach enhance the understanding of structures in school mathematics. This study is to investigate the graphical properties of quadratic functions such as symmetry, coordinates of vertex, intercepts and congruency through the geometric properties of graphs of linear functions. From this investigation this study would give suggestions on a new pedagogical perspective about current teaching and learning methods of quadratic function graphs which is focused on routine algebraic transformation of the completing squares. In addition, this study would provide the topic of quadratic function graphs with the understanding of geometric perspective.