• Journal of Educational Research in Mathematics
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• v.26 no.2
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• pp.225-246
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• 2016

Teaching competence is the best part of mathematics teachers's competence. It need to make instruction plan by oneself, systematic self-reflection and improvement in instruction performance for development of teaching competence of pre-service mathematics teacher. So teaching practicum is the necessary process to teaching experience. Therefore, the aim of this study is to develop an component and application procedure of Teaching portfolio for improvement teaching component of pre-service mathematics teacher in teaching practicum. It is effective in improving teaching component of pre-service mathematics teacher after make Teaching portfolio for improvement teaching component in teaching practicum.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2004.11a
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• pp.133-143
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• 2004

The purpose of Container Terminal Facilities Arrangement is efficiently arrangement of each unit logistics parts. Facilities Arrangement is rationally accomplished to be minimize moving time, prevent reverse trip, optimal space utilization, benefit of worker, minimize handling cost. Thus, It is important that expert knowledge and mathmatical analysis method to rationally facilities arrangement. In this paper we framed SLP(Systematic Layout Planning} Procedure and described to the process of application.

• School Mathematics
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• v.10 no.2
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• pp.199-222
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• 2008

The present study was conducted to review the definitions and methods of teaching reflection and then suggest the criteria for analyzing mathematics teaching reflection. The reason for addressing the teaching reflection, which recently attracts considerable attention, was that it would enhance the professional growth of mathematics teachers. The review of the prior studies shows that the hitherto proposed criteria which could be used for analyzing mathematics teaching reflection are inadequate and unsystematic. Further, it was revealed that the self-assessment checklists put forward by previous studies were overly ramified, and thus it seems that an integrative approach should be taken in order to establish the relevant criteria for analyzing mathematics teaching reflection. Considering these findings, the present study suggests the pre-lesson, in-lesson, and post-lesson criteria for analyzing leaching reflection for the subject of mathematics and the attendant questions posed to teachers.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.545-562
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• 2009

This study is trying to analyze characteristics of mathematical thinking processes of the mathematical gifted students in an objective and a systematic way, by using "Protocol Analysis Method"and "Problem Behavior Graph" which is suggested by Newell and Simon as a qualitative analysis. In this study, four middle school students with high achievement in math were selected as subjects-two students for mathematical gifted group and the other two for control group also with high scores in math. The thinking characteristics of the four subjects, shown in the course of solving problems, were elicited, analyzed and compared, through the use of the creative test questionnaires which were supposed to clearly reveal the characteristics of mathematical gifted students' thinking processes. The results showed that there were several differences between the two groups-the mathematical gifted student group and their control group in their mathematical talents. From these case studies, we could say that it is significant to find out the characteristics of mathematical thinking processes of the mathematical gifted students in a more scientific way, in the sense that this result can be very useful to provide them with the chances to get more proper education by making clear the nature of thinking processes of the mathematical gifted students.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.157-185
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• 2013

This study was to investigate novice teachers' Specialized Content Knowledge for Teaching in High School Calculus Lessons. The lessons of two novice teachers in Kyunggi Do were observed from July, 2011 to Feb. 2012. All observed lessons were audeotaped and transcribed into word files. Their calculus lessons were analyzed into three kinds of knowledge consisting of SCKT. Their SCKT just copied the contents of the textbook and other additional SCKT were not found for teaching. Even though students asked a question that they did not understand, the teacher just repeated the previous contents that already he used. But this study included possible contents of SCKT within the areas these teachers covered so that teachers in school may use for teaching of Calculus. The novice teacher do not have sufficient experience, the program of the college of education and the contents of the teacher certificate-examination should include multi-dimensional approaches in SCKT to pre-service teachers in order to raise better specialized teachers in mathematics.

• School Mathematics
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• v.14 no.2
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• pp.213-232
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• 2012

The purpose of this study was to examine and analyze the cognitive demand of the mathematical tasks suggested in the middle school textbooks. In particular, it aimed to reveal the overall picture of the level of cognitive demand of the mathematical tasks on function in the textbooks. We adopted the framework for mathematical task analysis suggested by Stein & Smith (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. In particular, the high level tasks were presented at the end of each chapter or unit for wrap up rather than as key resources.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.221-248
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• 2013

Among five types of the model textbook based on storytelling, the type of 'Inquiry into history of Mathematics' focuses on adapting the logic of mathematical discovery to the organization of mathematical contents. It enables students to recognize that mathematics has been developed by human needs and creativity while they are engaged in the story about knowledge formation. Moreover the textbook offers the context in which students are able to understand mathematical insights and logics hidden in the subject matter, so that they can reinvent and develop mathematical knowledge. In this study, we found the principles for development of the textbook based on storytelling for 'Inquiry into History of Mathematics' by analyzing the chapter about 'Complex number and Quadratic Equations' of the model textbook. The chapter was implemented in classroom environment and students' understanding of the subject matter and their perception on the textbook based on storytelling were surveyed before and after the implementation. The results showed the possibilities of adapting the textbook based on storytelling and we suggested some implications for further development.

• Archives of design research
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• v.20
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• pp.61-72
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• 1997

This study aims to promote understanding level for mathematical model, to improve methods and necessity of application in the process of product design and also to promote approaching and applying methods as a guideline for beginners. For the procedure and method of study first, it was emphasized by linking method and necessity of scientific analysis and a quality of product design and design process. Next, the corresponding relations between mathematical model and design probelem was desciebed, the mathematical model was examinated appeying process of product design. Lastly, approaching and applying methods for beginners was presented based on the discribed studied contents. As the result of the study, some points are by a result or problem : frist, the point that mathematical model is useful to grasp the design problems which various elements are complicately involved quantitatively and structurally, and its necessity can be especially utilized as a tool to justify and convince the convince the conclusion of the designer himself to the persons concerned. Second, the point that in order to apply mathematical model to the design process skillfully, first of all, the substance of all mathematical models which can be applid, and it is not easy to command in perfect method without using computer. Third, the point that since there are many kindsof mathematical models used is mathematical modeland the models which can be applidied to solve design problems differ in accordance with the design types and design process, its applying method can be presented as one kind of standardization or concretely. Fourth the point that in case of approaching mathematical model for the first time, it can start to select model corresponding with design type by stage of design process bassed on understanding for some mathematical knowledge and computer program.

• Communications of Mathematical Education
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• v.33 no.2
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• pp.85-104
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• 2019

The purpose of this study is to analyze the tasks developed through task development activities with emphasis on mathematical connectivity, and to provide implications for teacher education to enhance teacher's competence. For this purpose, I analyzed the task developed by 52 pre-teachers through the activities. As a result, they combined mathematics with 'other subjects', 'mathematics', 'phenomenon', 'technology' and 'real life'. And they also made various internal connections of 'Different representation', 'Part-whole relationship', 'Implication', 'Procedure', and 'Instruction-oriented connection'. From the point of view of teacher knowledge, the study revealed that CCK and SCK were positive in terms of 'logical' and 'expression', and KCT as 'strategic' was meaningful but disappointing in diversity; however in terms of 'level', the KCS was limited due to tasks that did not meet the level of students. As such, this analysis reveals that teachers continue to struggle with understanding students' level, but exhibit little difficulty with 'logic', 'expression' and 'strategy. This being the case, teacher education needs to place additional emphasis in understanding students' levels and planning corresponding activities.

• Education of Primary School Mathematics
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• v.21 no.2
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• pp.163-192
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• 2018

The purpose of this study was to examine the relations among mathematics teachers' beliefs, classroom norms and discourse, and equity issues in mathematics classrooms. In order to achieve this purpose, three teachers who work in the same school were analyzed. The analysis revealed that the participating teachers' beliefs about mathematics teaching and learning and about their students' abilities and motivation influenced the establishment of classroom norms and discourses that defined what students needed to do to be successful mathematics learners. Also, classroom norms and discourse affected the development of students' identity and power and the level of equity in the classroom.