• Title/Summary/Keyword: 수학 수업

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Metaphors on Mathematics Teaching (수학 수업을 보는 관점으로서의 은유)

  • Kim, Sang-Mee
    • School Mathematics
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    • v.7 no.4
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    • pp.445-467
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    • 2005
  • The purpose of this study was to investigate mathematics teaching of an elementary school teacher and to understand the meaning of it. This study was a qualitative case study using by analyzing metaphors. The notion of metaphors was newly set up. Traditionally, it had been regarded as a mere tool for better understanding, but it was recognized as the primary source of all of our concept(Sfard, 1998). The subject of this case study was a researcher 'I' and also an elementary school teacher. The three selves named Mee1, Mee2, Mee3, respectively. Mee1 was the 'I' who developed the 4th graders' activities on mathematical patterns in 1996 and wrote mathematics textbook for the 4th graders in 1998-1999. Mee2 was the 'I' who taught mathematical patterns to her students in 2002. Mee3 was the 'I' who criticized the teaching of Mee2 in 2005. [ADVENTURE], [HIDE-AND-SEEK], and [FIREWORKS DISPLAY] were deter-mined to be key metaphors of mathematics teaching. [ADVENTURE] of Mee] was focused on profound understanding of mathematics, [HIDE-AND-SEEK] of Mee2 on construction of mathematics, and [FIRE-WORKS DISPLAY] of Mee3 on making meaning and participating in communities. Studies of metaphors give us the power of understanding mathematics teaching and also generate it. And viewing mathematics teaching via metaphors makes teaching studies open to new ways.

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A Comparative Study on Calculator in Mathematics Educations Between Korea and Singapore (수학 수업 중 계산기 사용에 대한 한국과 싱가포르의 교육 비교)

  • Choi, Ji Sun
    • Journal of the Korean School Mathematics Society
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    • v.21 no.3
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    • pp.227-245
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    • 2018
  • Debates of calculators in mathematics lessons sometimes have happened in both countries that students rarely use calculators in math lessons including Republic of Korea and countries that students usually use calculators in math lessons. Korea has tried to activate usage of calculators in math lessons as the revision of national math curriculums and the development the strategies to support schools and math teachers. On the other hand, Singapore has the different educational strategies to use calculators in math lessons, but students have higher math achievements in TIMSS and interests in math lessons than Korea. This study intended to study the difference between Korea and Singapore on the usage of calculators in math lessons. To accomplish this, the study compared math curriculums of two countries on the usage of calculators and analysed TIMSS 2015 related with the survey items about calculators in math lessons. This study results in some suggestions that we should do in oder to use calculators in math lessons effectively.

Elementary Pre-service Teachers' Uses of Mathematics Teaching Expertise According to the Number of Their Mathematics Instructions in the Teaching Practice (교육실습에서 수학 수업 실행 횟수에 따른 초등예비교사의 수학 수업전문성 지식 활용 양상)

  • Kim, Hae Gyu
    • Journal of Elementary Mathematics Education in Korea
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    • v.22 no.1
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    • pp.1-24
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    • 2018
  • This study included eleven elementary pre-service teachers who participated in the first and second teaching practices held by J Education College in 2015. After the pre-service teachers were encouraged to self-reflect on their mathematics teaching using a reflective survey sheet of mathematics teaching expertise, their uses of mathematics teaching expertise were analyzed according to the times of their mathematics practice instructions. The results are as follows: First, as the frequency of their mathematics teaching increased, the pre-service teachers' uses of mathematics teaching expertise increased, especially greatly with seven of them. However, the number of subcategories where the teachers' uses of mathematics teaching expertise increased was different from at least two to seven depending on the teachers. Second, the pre-service teachers who performed mathematics teaching practices four times used more of mathematics teaching expertise than those who did two times or three times. Third, some pre-service teachers who taught two or three times never reached 90% of the total score of any subcategory, even in the subcategory where they showed increase in their uses of mathematics teaching expertise. Fourth, the subcategory of 'reflection before class - teaching perspective - understanding of mathematics subject knowledge' was analyzed as the most difficult one for the study participants, and the reason is, they think, that there are not enough materials on the historical back grounds of mathematical concepts.

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Reporting the Activities of Learning Community on Elementary Mathematics Lesson (초등학교 수학 수업 학습공동체 활동에 대한 연구)

  • Na, Gwi-Soo
    • Journal of Educational Research in Mathematics
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    • v.20 no.3
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    • pp.373-395
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    • 2010
  • In this research, I reported the activities of learning community on elementary mathematics which is consist of 1 university researcher 4 elementary teachers. The main activities of learning community are as follows: establishing objectives and contents of learning community, writing the critical essay on elementary mathematics lesson, and reflecting on the activities of learning community. The establishment of objectives and contents of learning community was built through agreement between university researcher and elementary teachers. In addition to, the members of learning community could share the idea and difficulties on elementary mathematics lesson and increase the professional development on elementary mathematics lesson by criticizing the lesson together.

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예비 초등교사의 수학 수업에 대한 자기효능감

  • O, Yeong-Yeol
    • Communications of Mathematical Education
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    • v.18 no.1
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    • pp.317-323
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    • 2004
  • 본 연구의 목적은 예비 초등교사의 수학 수업에 대한 자기효능감을 조사함으로써 예비 교사를 위한 수학 교육프로그램 개선에 도움이 되고자 하는데 있다. 기존의 문헌 분석에 의하면 수업에 대한 교사들의 자기효능감은 수업 수행 능력과 학생들의 학습에 크게 영향을 미치는 것으로 알려졌다. 뿐만 아니라 최근 우리가 지향하고 있는 교사들에 대한 학습자 중심 수학 수업으로의 개선과 변화된 수업 방식의 지속성에 매우 유효한 요인이 된다. 예비 초등교사들을 대상으로 한 본 연구 결과에 의하면 이들의 수학 수업에 대한 자기효능감은 보통의 수준에 머물러 있으며, 특히 상당수의 예비 교사들은 자신의 수학 수업에 대한 자신감이 매우 부족한 것으로 들어났다. 이러한 결과는 아마도 현재 교육대학교에서 예비 교사들에게 제공하는 수학 교육과 관련된 과목을 수강할 수 있는 기회가 매우 제한적인 데서 그 원인을 찾을 수 있으며, 이는 또한 수학 교육 프로그램의 초점이 예비 교사들의 수학 수업 능력의 측면에 초점이 맞추어져야 한다는 것을 시사한다. 예비 교사들의 수학 수업에 대한 자기 효능감은 그들이 이해하고 있는 수학 교수법적 지식과 매우 관련이 깊은 것으로 나타났다.

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Types and characteristics of Introduction part of elementary mathematics classes exposed to lesson plans composed by elementary teachers (초등교사의 교수·학습 과정안에 나타난 초등학교 수학수업 도입부 유형과 특징)

  • Kim, Soo mi
    • Journal of Science Education
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    • v.38 no.1
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    • pp.78-95
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    • 2014
  • Students' interest and motivation of a lesson can be deeply influenced by how their teacher starts his or her lesson. So the introduction part of math classes should be very carefully and thoughtfully designed. The goal of this study is to serve the foundation for developing the practical types of introduction part of math classes and to draw the implications for planning and teaching math classes. For these, 19 lesson plans titled by 'volume of cylinders' composed by elementary teachers and 2 lesson videos on the internet are analyzed. Finally, seven types of introduction parts of math class are probed and several implications are suggested.

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A Survey of Elementary school teachers' perceptions of mathematics instruction (수학수업에 대한 초등교사의 인식 조사)

  • Kwon, Sungyong
    • Education of Primary School Mathematics
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    • v.20 no.4
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    • pp.253-266
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    • 2017
  • The purpose of the study was to investigate the perceptions of Elementary school teachers on mathematics instruction. To do this, 7 test items were developed to obtain data on teacher's perception of mathematics instruction and 73 teachers who take mathematical lesson analysis lectures were selected and conducted a survey. Since the data obtained are all qualitative data, they were analyzed through coding and similar responses were grouped into the same category. As a result of the survey, several facts were found as follow; First, When teachers thought about 'mathematics', the first words that come to mind were 'calculation', 'difficult', and 'logic'. It is necessary for the teacher to have positive thoughts on mathematics and mathematics learning, and this needs to be stressed enough in teacher education and teacher retraining. Second, the reason why mathematics is an important subject is 'because it is related to the real life', followed by 'because it gives rise to logical thinking ability' and 'because it gives rise to mathematical thinking ability'. These ideas are related to the cultivating mind value and the practical value of mathematics. In order for students to understand the various values of mathematics, teachers must understand the various values of mathematics. Third, the responses for reasons why elementary school students hate mathematics and are hard are because teachers demand 'thinking', 'because they repeat simple calculations', 'children hate complicated things', 'bother', 'Because mathematics itself is difficult', 'the level of curriculum and textbooks is high', and 'the amount of time and activity is too much'. These problems are likely to be improved by the implementation of revised 2015 national curriculum that emphasize core competence and process-based evaluation including mathematical processes. Fourth, the most common reason for failing elementary school mathematics instruction was 'because the process was difficult' and 'because of the results-based evaluation'. In addition, 'Results-oriented evaluation,' 'iterative calculation,' 'infused education,' 'failure to consider the level difference,' 'lack of conceptual and principle-centered education' were mentioned as a failure factor. Most of these factors can be changed by improving and changing teachers' teaching practice. Fifth, the responses for what does a desirable mathematics instruction look like are 'classroom related to real life', 'easy and fun mathematics lessons', 'class emphasizing understanding of principle', etc. Therefore, it is necessary to deeply deal with the related contents in the training courses for the improvement of the teachers' teaching practice, and it is necessary to support not only the one-time training but also the continuous professional development of teachers.

Current State and Prospect of Research about Mathematics Instruction in Korea (우리나라 수학 수업 연구의 현황과 전망)

  • Kim, Dong-Won
    • Journal of Educational Research in Mathematics
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    • v.20 no.2
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    • pp.121-143
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    • 2010
  • In this article, I reviewed current state of researches about mathematics instruction in Korea and sought ways and methodologies of future research. I analyzed articles which were published after year 2000 and were targeted to mathematical instruction itself. After collecting articles, I classified them according to research subject, method and analysis framework, purpose and focus, research perspective and keyword. Subsequently, I analyzed tendency of each research and theoretical framework of them. Based on upper results, I drew directivity of mathematics instruction research at two aspects. First, I found and suggested elements with which framework of mathematics instruction analysis should equip. Secondly, I explored main tasks of mathematics instruction research.

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Reporting the Activities of Professional Development System for Enhancing Elementary Mathematical Teaching Professionalism (초등 수학 수업 전문성 신장을 위한 대학과 초등학교의 학습공동체 사례 연구)

  • Park, Young-Hee
    • Communications of Mathematical Education
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    • v.25 no.1
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    • pp.47-61
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    • 2011
  • The purpose of this study is to suggest a professional development system for elementary teachers who wish enhance mathematical teaching. The learning community on elementary mathematical teaching was composed of fourth grade teachers in a elementary school and an expert from education university. The activities was processed as establishing of objectives and contents of the learning community, discussing and seeing good lesson video, planning the lesson in collaboration with members, practicing the lesson, and reflecting on activities. To analyze these activities, record materials of meetings, lesson videos, member's writing were used. The results reported that the learning community lead teachers to search the method of professional development and showed itself as the effective media to enhance elementary mathematical teaching professionalism.

Understanding a Prospective Teacher's Mathematics Lesson in the Perspective of Activity Theory (활동 이론의 관점에서 예비교사의 수학 수업 탐색하기)

  • Na, Gwisoo
    • Journal of Educational Research in Mathematics
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    • v.26 no.3
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    • pp.355-370
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    • 2016
  • This research intends to and understand a prospective teacher, Kim's mathematics lesson in the perspective of Activity Theory. In this study, Kim's mathematics lesson was explored in the aspects of subject, object, tools, division of labor, community, and rule which are main constituent of Activity Theory and Activity System suggested by $Engestr{\ddot{o}}m$. As the result of study, we discussed the phenomena such as the fluctuation between object and tool, the multi-voicedness between object, rule, outcome and student subject, and the dissonance between division of labor, community and rule were appeared in Kim's mathematics lesson as an activity system.