• Journal of Educational Research in Mathematics
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• v.27 no.2
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• pp.313-328
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• 2017

This study aims to identify prospective elementary school teachers' perception of mathematical modeling in elementary class. Forty elementary school teachers participated in this study. Each teacher analysed the previous case studies about mathematical modeling in elementary class, developed a hypothetical learning trajectory, applied the hypothetical learning trajectory to his/her class, reflected students' learning and his/her teaching, and made reflective journals. These journals contained teachers' perception of mathematical modeling and the difficulties that teachers experienced in teaching mathematics as mathematical modeling. These journals were analyzed to identify teachers' perception of mathematical modeling in elementary class. This study shows that teachers have common features of mathematical modeling but their perspectives are little bit different, are classified into four kinds. And the difficulties that teachers experienced in teaching mathematics as mathematical modeling are classified into 5 categories; Task, Students' cognitive demand, Teacher' monitering, All students' participation, and Classroom culture. At last, suggestions for mathematical modeling in elementary class are done according to the result of this study.

• Journal of the Korean School Mathematics Society
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• v.19 no.4
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• pp.329-356
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• 2016

The purpose of the study was to develop project based math learning using future prospective jobs to find out its effects on elementary school student's attitude toward mathematics and career awareness. Also, this study aims at implementation of this project based math learning program in school math education. The project based math learning using future prospective jobs was conducted through 19 lessons for 7 weeks. As a result, the project based math learning using prospective jobs is turned out to be effective on developing attitudes on mathematics and career awareness positively.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.405-435
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• 2019

Despite the recent emphasis on value research in mathematics education along with the significance of values from a new perspective, there has been a lack of research on the values perceived by teachers and students in Korea. This paper analyzes how fifth-grade students would perceive the values of a master teacher with expertise in elementary mathematics education after her teaching of mathematics and whether their values on mathematics learning would change. According to the study, the students recognized that the master teacher valued understanding, preview-review, picture, problem, and reason in mathematics learning. Among these, the value of understanding was perceived as the core value. An analysis of the students' values on general mathematics learning and personal mathematics learning showed that preview and review were the most important before and after the master teachers' teaching. An analysis of the changes in the values of students showed the greatest change in the value of understanding. Instead of accepting the values of the master teacher as it were, students actively reconstructed and maintained them. Based on these results, this paper has drawn implications regarding the consideration of students' values in mathematics learning.

• Journal of the Korean School Mathematics Society
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• v.18 no.4
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• pp.449-470
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• 2015

The purpose of this study was to explore the feasibility of Flipped Learning teaching and learning methods in pre-math teachers' education through investigation of pre-math teachers' awareness about the method. To achieve the goal, we implemented Flipped Learning model that was composed of three steps in mathematics education class of 30 pre-math teachers and then we investigated their awareness about the model and process. Pre-math teachers' awareness were positive about the model and process of Flipped Learning, but some matters were suggested about learning environment. The results of this study showed the feasibility of Flipped Learning in pre-math teachers' education.

• School Mathematics
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• v.15 no.2
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• pp.443-457
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• 2013

This study investigated the perceptions of beginning teachers about teacher knowledge. Reflections and improvement of their class knowledge have been perceived as the most important factors by beginning teachers. In terms of utilization of actual classes, teacher knowledge, mathematical concepts and correlations such as connection linked to class contents and hierarchy have been used the most. Among the needed teachers knowledge, knowledge of student understanding and mathematics content knowledge was the most essential knowledge that could be mainly formed through classroom experience and teacher training program. On the other hand, knowledge about technology and assessment was not necessary or useful factor for beginning teachers. To facilitate formation of beginning teachers' knowledge, teacher introductory program, mentoring program, interactive relationship with teacher education institutes, curriculum improvement for teacher education institute and the development and dissemination of various teachers training program would be required.

• Communications of Mathematical Education
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• v.19 no.1 s.21
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• pp.1-14
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• 2005

Piaget는 인류가 지식을 구성해 온 방식과 유사한 방식으로 어린이들도 자신들이 학습해야 할 지식을 학습할 수 있다고 가정한다. Kamii는 이 가정을 확인하고자 하는 열망으로 실험교수법을 이용한 수학수업을 실시하였다. 본 고에서는 Kamii가 얻은 결과 중 곱셈에 대한 결과를 발생론적 인식론 입장에서 논의가 이루어 질 것이다. 이 논의는 어린이들이 구성해 가는 지식이 선대인들이 사용하던 지식과 유사하다는 점과 어린이들이 구성해 가는 지식이 완성된 지식의 형태를 갖출 수 있다는 점을 중심으로 이루어진다. 또한, 그 결과로부터 전통적인 수학 교수법에 변화가 있어야 함을 발생론적 인식론을 적용한 수학 수업의 특징과 비교하면서 시사점을 논의하고자 한다.

• Education of Primary School Mathematics
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• v.14 no.2
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• pp.147-164
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• 2011

The national mathematics curriculum revised in 2007 emphasized students' mathematical communication and the curriculum is currently applied to all grades. In order to promote students' mathematical communication, the teacher needs to understand full implications and apply them to instruction. This study examined how teachers employed mathematical communication in their instruction and how they perceived it. The results showed that teachers had lack of understanding of student-centered instruction and mathematical communication. They also did not use various representation activities and discussion-based activities as expected. The number of students per classroom was reported by teachers as a main barrier to promote mathematical communication, but it did not make substantial differences in practice. Building on the results, this paper included implications for improving teachers' conception of mathematical communication.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.409-434
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• 2015

The purpose of this study was to investigate the influences of teaching mathematics for social justice on students'interest towards mathematics and perceptions of mathematical values. Eighteen 6th grade students, at B elementary school in Seocho-gu, Seoul, who wished to involved in the study participated in the 10 hour lessons. During the lessons for social justice, the researchers analyzed the students' reactions in the lessons according to the three categories: Perceiving given problematic situations of social conflicts, searching for problem-solving methods based on mathematical analysis, and changing social behaviors to solve life issues through mathematics. They also examined changes of students' interest towards mathematics and perceptions of mathematical values through the activities and reactions using the preliminary questionnaires, observations of lessons, and students' activity sheets. The research results showed that the students perceived mathematics as a tool for social justice in mathematics lessons, tried to find problem-solving methods based on mathematical analysis, and expressed their active social behaviors by cultivating the will of practice to solve life issues through mathematics. Based on those findings, the study reached the following conclusions. First, the students recognize many of the social problems in their societies as social justice regardless of their economic levels. Second, learning activities need to design in a way that students can accept the social problems as realistic situations in teaching mathematics for social justice. Third, students look at the world from a mathematical perspective, have interest in mathematics, and recognize the values of mathematics in teaching mathematics for social justice.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.831-842
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• 2010

In this study, in order to use history of mathematics effectively, we investigate the pre-service teachers' perceptions about utilizing history of mathematics. As a result, we must introduce history of mathematics will be able to apply concretely in class to the pre-service teachers. And We must provide the method which is various will be able to apply history of mathematics in class to the pre-service teachers enough. Also, We must provide the instance which relates in utilizing history of mathematics to pre-service teachers enough.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.81-105
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• 2015

The purpose of this study was to analyze the perceptions of creativity in mathematics of preservice elementary school teachers. Creativity in Mathematics is one of the most important components in mathematics teaching and learning, which has been emphasized in the Principles and Standards for School Mathematics and the 2009 Revised Mathematics Curriculum. For this study, the researcher analyzed reports of creativity in mathematics in mathematics lessons from the perspectives of 55 preservice elementary school teachers. The preservice teachers observed 55 mathematics lessons focusing on creativity in mathematics during their two-week-student-teaching period. The results showed the followings. First, the preservice teachers had a narrow perceptions on creativity in mathematics. Second, observational experiences of mathematics lessons led the preservice teachers to reconsideration of creativity in mathematics. Third, the preservice teachers provided a various strategies to enhance students' creativity in mathematics. The researcher suggested the followings. First, definitions and practices of creativity in mathematics should be included in the teacher education programs. Second, mathematics textbooks should include creativity in mathematics in a sophisticated manner. Third, creativity-rich materials should be developed and distributed to teachers. Finally, well-designed teacher training programs should be necessary.