• School Mathematics
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• v.11 no.1
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• pp.187-206
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• 2009

This study considers the role of Mathematics as a language and the value of reading in the mathematics class. Linking mathematics instruction to literature has become popular in recent year for variety of reason. We want to illuminate the meaning of literature-based Mathematics. We suggest the viewpoint of how to appropriately select math-related literature. The focus of this study is to suggest how to use children's literature to effectively teach mathematics. Through attention to the mathematics in literature, we motivate students and provoke students' interest for mathematics. Children's literature, what is more, helps students connect mathematical ideas to their personal experience and realize that mathematics is a spontaneous and natural expression of human minds. Literature in mathematics class provides students advanced mathematical thinking for problem solving.

• 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.

• Education of Primary School Mathematics
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• v.19 no.4
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• pp.349-360
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• 2016

This cross-national study examines the similarities and differences between Korean and U.S. pre-service teachers' views on equitable mathematics teaching. Pre-service teachers enrolled in mathematics education courses at the two sites (Korea, n=51; U.S., n=33) were administered a survey consisting of the following: (a) items about pre-service teachers' views on equity relative to mathematical ability, classroom policies and practices, and access to learning opportunities, (b) items about pre-service teachers' agreement in their views on recommended practices, and (c) items about participants' past learning experiences in an equitable learning environment as students. Similarities were found between the sites regarding the following: (a) advocating for equitable mathematics teaching, and (b) conceptualizing equitable teaching as a way to support the learning of less capable students. Differences were found with regard to nurturing growth mindsets in mathematics; positioning toward equal opportunities and outcomes in learning; and relating to grouping as collaborative learning strategies.

• Communications of Mathematical Education
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• v.36 no.1
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• pp.39-57
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• 2022

This study aims to design an integral instruction method that follows the Abstraction in Context (AiC) framework proposed by Hershkowitz, Schwarz, and Dreyfus to help students in acquiring in-depth understanding of the relationship between indefinite integrals and definite integrals and to analyze how the students' understanding improved as a result. To this end, we implemented lessons according to the integral instruction method designed for eight 11th grade students in a science high school. We recorded and analyzed data from graded student worksheets and transcripts of classroom recordings. Results show that students comprehend three knowledge elements regarding relationship between indefinite integral and definite integral: the instantaneous rate of change of accumulation function, the calculation of a definite integral through an indefinite integral, and The determination of indefinite integral by the accumulation function. The findings suggest that the AiC framework is useful for designing didactical activities for conceptual learning, and the accumulation function can serve as a basis for teaching the three knowledge elements regarding relationship between indefinite integral and definite integral.

• Journal for History of Mathematics
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• v.24 no.4
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• pp.181-200
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• 2011

The focus of gifted education program for math should not only be on how to select gifted students but also on how to magnify students' potential ability. This thesis supports Vygotsky's view, which provides an insight into gifted education field as an 'acquired giftedness' theory. The issues in this thesis suggest proper classroom models for current gifted education program together with moderate classroom atmosphere and optimum role of teachers.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.547-565
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• 2010

The study aims to compare between two lectures of elementary mathematics education in United States and Korea based on the Ball et al.'s classification of mathematical knowledge for teaching. The lecturers are a professor of University in United States and me. In both lectures, subjects and contents of lectures are much similar but there are many different things. And the differences are mainly due to the area of pedagogical content knowledge, especially either knowledge of content and students or knowledge of content and teaching. Also the different courses of both universities are one of important causes of the differences. The study will be able to contribute to the studies on the improvement of our course, elementary mathematics education.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.3
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• pp.413-430
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• 2013

The purpose of this study was to analyze mathematical storytelling in Korean elementary mathematics textbooks and propose some applications for better storytelling, Storytelling strategies were introduced for enhancing students' understanding on mathematical concepts and improving students' attitudes toward mathematics. For this study, the researcher analyzed the 2nd grade mathematics textbook that employs storytelling strategies. The results are as follows. First, current storytelling textbook chapter is designed to appreciate students' intellectual autonomy. Second, current storytelling textbook chapter includes the storytelling that helps understand mathematical concepts and exercise mathematical skills. Third, current storytelling textbook chapter is designed for enhancing students' interest and helping students' character education. The researcher suggested the followings. First, a long term field-based research should be continued for more improved mathematical storytelling materials. Second, a digital format storytelling also needs to be developed as an alternative strategy of mathematical storytelling, which reinforces interactions between teller and listeners.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.341-356
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• 2013

This research is about storytelling in middle school geometry. This study is basic research about actualizing mathematical teaching and learning based on storytelling that is raised for reforming school mathematics education. In order to develop the mathematics textbook model, development of procedures and methods were extracted from the literature. And mathematics textbook model were developed in accordance with the process and methods. Examples are presented in terms of the development of material with 'story as a communication tool', 'familiar story as a script' 'universality of the world or simulation of life as a story', 'story as a means to foster creativity: story making'. Through the results of this study, we are also able to check the possibility of storytelling in mathematics class. And this study will be the foundation for teaching and learning using storytelling.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.695-717
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• 2013

Teacher knowledge needed for teaching is bound to be revealed in teaching the subject matter in relation to the given instructional context. Given this, recent studies on mathematics teacher knowledge tend to analyze actual Mathematical Knowledge in Teaching [MKiT]. This study focused on the dimension of transformation and its related codes in Knowledge Quartet, which has been recognized as a MKiT framework, and analyzed a Korean teacher's transformation knowledge revealed in her elementary mathematics teaching. The analysis showed that the codes related to the dimension of transformation were useful in analyzing teacher knowledge in the Korean context. However, a few codes need to be revised or added for more suitability. On the basis of these results, this paper closes with implications for analyzing teacher knowledge in mathematics teaching.

• School Mathematics
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• v.11 no.2
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• pp.227-241
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• 2009

The isoperimetric problem has been known from the time of antiquity. But the problem was not rigorously solved until Steiner published several proofs in 1841. At the time it stood at the center of controversy between analytic and geometric methods. The geometric approach give us more productive thinking (insight, structural understanding) than the analytic method (using Calculus). The purpose of this paper is to analysis and then to construct the isoperimetric problem which can be applied to the mathematically gifted students in the elementary school. The theoretical backgrounds of our analysis about our problem are based on the Gestalt psychology and mathematical reasoning. Our active program about the isoperimetric problem constructed by the Gestalt's view will contribute to improving a mathematical reasoning and to serving structural (relational) understanding of geometric figures.