• Korean Journal of Childcare and Education
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• v.13 no.1
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• pp.185-200
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• 2017

Objective: This study was conducted to investigate the effects of early childhood teachers' teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics on their teaching intention of mathematics. Methods: A total of 266 early child teachers in Busan participated in this study. They completed a set of question naires which consisted of questions about teaching beliefs, mathematics teaching efficacy, pedagogical content knowledge of mathematics, and the teaching intention of mathematics. The collected data were analyzed using the SPSS program. Results: First, we observed several positive correlations among the four variables. Second, we found that early childhood teachers' constructive teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics had effects on their teaching intention of mathematics. The knowledge about teaching-learning methods for mathematics among the subcategories of pedagogical content knowledge of mathematics was observed as the strongest predictor for the teachers' teaching intention. Conclusion: We need to take more interest in the pedagogical knowledge about teaching-learning methods of mathematics in teacher training courses in order to enhance teachers' teaching intention of mathematics. As a result, this will makea contribution to high quality math education for young children.

• Journal of the Korea society of information convergence
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• v.6 no.2
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• pp.15-22
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• 2013

Applying iterative learning utilizing SNS & Community to the class for pre-kindergarten teachers, the effectiveness of teaching satisfaction, self-efficacy, and curriculum understanding was verified. A iterative learning model utilizing SNS & Community in teachers leading traditional off-line teaching at college education field was applied separately into thinking to one-self by advance organizer, thinking together by presentation in the beginning of the class, and sharing the thoughts by community activities after the class. Iterative learning begins by being sent SNS to students from teachers before the class, but learners for themselves subsequently start to proceed self-directed learning activities. As a result, class satisfaction and understanding of pedagogy have been increased, and it had a positive influence on self-efficacy. Thus, it is to suggest utilizable SNS of professors and a teaching method utilizing Community to college students who need basic learning skills.

• Journal of Educational Research in Mathematics
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• v.25 no.1
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• pp.113-137
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• 2015

The objective of the present study is to systematically examine the effects of on the cognitive and affective domains of elementary, middle, and high school students by conducting a meta-analysis. To this end, this study selected 31 research papers that had analyzed the effects of applying, and performed a meta-analysis of the findings presented in each research paper. The results obtained from the meta-analysis are presented as follows. First, both the collaborative learning program and the peer tutoring program for underachieving students in math manifested an above average size of effect in the cognitive domain. In particular, the effect was the greatest at the elementary school level, and out of the two programs, peer tutoring was identified to have a sizable effect. Second, both programs displayed an above average size of effect in the affective domain, and peer tutoring was identified to have a higher effect than collaborative learning. In addition, when the programs were compared based on school levels, the size of effect was highest at the elementary school level followed by middle school and high school, in that order. When compared based on the criteria of the affective domain, self-efficacy in math, learners' attitude toward math, and learners' interest in math were identified to. Finally, this study presented suggestions for teaching underachieving students in math and conducting follow-up studies based on the analysis results.

• The Mathematical Education
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• v.52 no.3
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• pp.379-398
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• 2013

The purpose of this research is to study a perception of multicultural education for preservice teachers who major in mathematics. The research has been done on the data collected from 126 preservice teachers in Gangwon-do who major in mathematics. The data collected include experience of multiculturalism, multicultural efficacy, multicultural understanding and multicultural sensitivity. The data have been analyzed by reliability test, t-test, one-way anova and pearson correlation. Most of preservice teachers who major in mathematics have had no experience of multiple cultures. But they have shown a high perception on multicultural education and a significant positive correlation on their experience of multiculturalism, multicultural efficacy and multicultural sensitivity. Furthermore, the female preservice teachers' multicultural efficacy, multicultural understanding and multicultural sensitivity are much more high than the male preservice teachers'. The difference between different sex has been statistically significant.

• Communications of Mathematical Education
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• v.28 no.2
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• pp.235-253
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• 2014

This study aims to develop strategies for improving the affective characteristics of Korean students based on results from international achievement tests. In pursuing the goal, different research methods are employed including a) analysis of the theories and literature regarding the affective domains included in PISA and TIMSS studies; b) analysis of the current situation and needs of Korean students with respect to the affective factors based on PISA and TIMSS results; c) case studies of best practices in relation to students' affective domains in Korea and abroad; and d) development of strategies for improving and supporting Korean students' affective characteristics. Especially, this paper deals with the analysis of the results from in-depth interviews and class observations, so as to identify the current situation and best practice cases of students' affective characteristics education in Korea. The results are classified into a) curriculum, which is in turn divided into national curriculum and reconstruction of curriculum school and classroom; and b) teaching, learning and evaluation, which is in turn divided into learner characteristics, motivation, teaching strategies, class grouping, activities and interaction, question and feedback, evaluation methods, and evaluation tools. Support plans in terms of school and social environments are also suggested based on the results.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.511-533
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• 2022

The purpose of this study is to develop a learning coaching model suitable for the mathematics subject by reflecting the characteristics of the mathematics subject and the mathematics teaching/learning process in the CARE learning coaching model that supports students' self-directed learning. The mathematics learning coaching model developed in this study is a 'step' and 'element' to apply coaching, and a 'strategy' for carrying out it. Mathematics learning coaching model evaluated rapport, trust, state management, and math pre-test as elements of 'creating a comfortable atmosphere', and problem recognition, hypercognition, restructuring, initiative, and math learning ability as elements of 'improving perception'. Self-efficacy, learning readiness, confirmation (feedback) as elements of the 'reawakening of learning immersion' stage, voluntary motivation and success experiences as elements of the 'empowerment' stage, and various math learning strategies to perform each element presented. The math learning coaching model can be used to help math teachers motivate students to learn and help students solve their own problems.

• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.269-286
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• 2018

Objective: The purpose of this study was to clarify the influences of constructivist educational beliefs and eco-friendly teaching attitudes on early childhood teachers' mathematics teaching efficacy. This study also examined the mediating effect of eco-friendly attitudes on the relationship between the other two variables. Methods: A total of 399 teachers teaching 3,4 and 5-year-olds in Seoul, Gyeonggi and Incheon participated in this study. The data were analyzed using the SPSS Win 21.0 program and the Sobel test. Results: First, mathematical teaching efficacy of early childhood teachers was significantly correlated with constructivist educational beliefs and eco-friendly teaching attitudes. Second, with teacher's career as the control variable, constructivist educational beliefs have more influence in mathematical teaching efficacy than the other variable. Third, eco-friendly teaching attitude partially mediated between the other two variables. Conclusion/Implications: The results of this study imply that constructivist educational beliefs and eco-friendly teaching attitudes are important factors on mathematics teaching efficacy. It is expected that it will be used as basic data for various programs that increase constructivist educational beliefs and eco-friendly teaching attitudes.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.2
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• pp.502-514
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• 2016

The purpose of this research is to identify the level of number sense, the attitude toward mathematics and the mathematics teaching efficacy of pre-service elementary special education teachers and to verify the mediation effect of mathematics teaching efficacy between number sense and attitude toward mathematics. 70 university students participated in research. The results from this study are as following: First, the level of number sense among pre-service elementary special education teachers was not so high. They had negative attitude toward mathematics and their mathematics teaching efficacy was on the average level. Second, positive correlationships were shown between number sense and attitude toward mathematics and between number sense and mathematics teaching efficacy. The mediating effect of the mathematics teaching efficacy in the relationship between number sense and attitude toward mathematics was found. The limitations of the study and directions for future studies were discussed.

• Communications of Mathematical Education
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• v.34 no.2
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• pp.161-177
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• 2020

This study constructed an experiment group and a comparative group, composed of high school students preparing for "Na" type math exam and provided one-to-many tutoring cooperative learning. This study tested the differences between group and between pre- and post-treatment scores by group using non-parametric statistics techniques. Moreover, this study conducted an open-type survey twice and had individual interviews to examine the affective domains of students. The difference in scores between the experimental group and the comparative group was not significant. However, the difference between pre- and post-treatment math scores was only significant in the experiment group among the three groups. Additionally, the student-teacher could reflect on him or her and improve self-efficacy while teaching other ordinary students. The ordinary students were more interested and motivated in the lessons and became more confident. In terms of mathematics competency, we could see that communication, problem-solving, reasoning, and attitude & practice were improved.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.320-334
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• 2018

The purpose of this study is to analyze research trends in international development and cooperation on education and to suggest directions for the Korean teachers and teacher education to achieve 'Sustainable Development Goals (SDGs).' The examination of 8 databases resulted in the identification of 2,945 studies, and 6 of these references met the inclusion criteria for systemic review. Major findings revealed that pre- and in-service teachers recognized the necessity of international development education but had a low degree of teacher efficacy. The teachers who participated in ODA education programs have experienced difficulties due to insufficient understanding of local sites and role performance. Then, a couple of studies of mathematics and early childhood education compared the Korean national curriculum and education system with developing countries'. Lastly, it is important to have a sustainable system which promotes all teachers, including retired ones, in global development and cooperation on education. For the successful achievement of SDGs, Korean teachers should develop their expertise, a deep understanding of partner countries, and stable quality education for the underprivileged.