• Communications of Mathematical Education
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• v.35 no.1
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• pp.15-36
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• 2021

A well-designed mathematics lesson is the foundation for effective mathematics instruction. Given this significance, this paper focused on analyzing what would be important elements for in-service teachers in planning an elementary mathematics lesson. For this purpose, a total of 27 in-service teachers were asked to write down whatever they would consider important in designing a mathematics lesson. A mathematics lesson plan prepared by a pre-service teacher was provided for the in-service teachers. They were then asked to analyze the strengths of the lesson plan and to provide detailed feedback on how to improve it. The results of this study showed that the in-service teachers tended to analyze the given mathematics lesson plan in terms of what they considered important regarding lesson design. Such elements were specified when the in-service teachers described the strengths and feedback for improvement of the lesson plan. In particular, the aspects of instructional strategies and materials were explained in detail. Based on these results, this paper is expected to provoke discussions on lesson design of in-service teachers and subsequent research.

• Communications of Mathematical Education
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• v.29 no.2
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• pp.197-214
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• 2015

This study is to design Flipped Learning classrooms of learner-centered education on the pre-service math teachers education. The study aims to explore the feasibility of teaching and learning method. To achieve the objectives of the study was to explore the teaching and learning model. Flipped learing classroom design includes a main step of a typical process of teaching system. And we designed the model based on the ADDIE Model. This model contains the design steps and the Flipped learning component of the teaching and learning design model. Designed classroom presented in three steps that are before classroom, during classroom and after classroom.

• The Mathematical Education
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• v.60 no.1
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• pp.77-110
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• 2021

In this study, a student participation-centered class based on student mathematical thinking as a the meaningful subject was called a student thinking-based math class. And as a way to support these classes, I paid attention to lesson design. For student thinking-based mathematics classes, it is necessary not only to anticipate student thinking and teacher feedback, but also to plan in advance how to properly arrange and connect expected student responses. The student thinking-based lesson design template proposed in this study is a modified three-step(introduction, main topic, summary) lesson design template. The reason for revising the existing design template is that it has limitation that it cannot focus on mathematical thinking. Using the conceptual framework of student thinking-based mathematics lesson as a lens, the difference between the three-step lesson design prepared by pre-service teachers and the students' thinking-based lesson design prepared by the same pre-service teachers was analyzed. As a result of planning lessons using the student thinking-based lesson design, more attention was paid to the cognitive and social engagement of students. In addition, emphasis was placed in the role of teachers as formative facilitator. This study is of significant in that it recognizes the importance of classes focusing on students' mathematical thinking and provides tools to plan math classes based on students' thinking.

• 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 the Korean School Mathematics Society
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• v.23 no.1
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• pp.159-177
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• 2020

Education researchers have been continuously interested in the teacher's ability to design lessons and conducted various studies in order to improve the teacher's professionalism in determining the quality of school instruction. So, this study explored the change of instructional design through the lesson reflection of pre-service mathematics teachers who participated in practicum settings. As a result, in the lesson plan prepared by pre-service mathematics teachers, the motivation to induce learning in the introduction stage, to present the learning contents in the development stage, and to reconstruct the formative evaluation of the closing stage was the highest rate. And the categories of the reconstructed contents appeared intensively in terms of curriculum contents and teaching and learning methods. This result can be attributed to the lack of experience in designing and performing lessons by pre-service mathematics teachers, so it suggests that the opportunity to design and conduct classes that take into account the practical aspects of education should be provided in the preparation process for pre-service mathematics teachers.

• Communications of Mathematical Education
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• v.36 no.2
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• pp.287-311
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• 2022

This study was related to the cases in which pre-service elementary teachers designed math lessons tailored to math underachievers with learning trajectories and universal design for learning. Learning trajectories can be a basis to identify students' current state of understanding and development, and make a lesson plan responsively tailored to underachievers' state. And universal design for learning is a framework that removes potential barriers that may exist in math lessons from the time the lessons are planned, and guides the rich learning environment accessible to all learners. In order to provide an experience of designing math lessons considering the characteristics of math underachievers, this study required pre-service elementary teachers to create learning trajectories and make lesson plans with the principles of universal design for learning. The characteristics of the learning trajectories shown in the lesson plans and the results of applying the principles of universal design for learning were analyzed. By discussing the results, implications were derived regarding the necessity of lesson planning for math underachievers and the development of lesson planning competency of pre-service elementary mathematics teachers in teacher education.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.257-275
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• 2023

In this study, we designed and implemented a instruction emphasizing mathematical argument for fifth-grade students and analyzed the teaching practices. Through a literature review related to instruction emphasizing mathematical argument, we organized a teaching model of five phases that explain why the general claim that the sum of consecutive odd numbers equals a square number is true: 1) noticing patterns, 2) articulating conjectures, 3) representing through visual model, 4) arguing based on representation, 5) comparing and contrasting. Then, we analyzed the argumentation stream by phases to observe how the instruction emphasizing mathematical argument is implemented in the elementary classroom. Based on the results of this study, we discuss the implications of teaching a mathematical argument in elementary school.

• The Mathematical Education
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• v.63 no.2
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• pp.255-272
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• 2024

This study aims to design mathematics-integrated classes that cultivate artificial intelligence (AI) thinking and to analyze students' AI thinking within these classes. To do this, four classes were designed through the integration of the AI4K12 Initiative's AI Big Ideas with the 2015 revised elementary mathematics curriculum. Implementation of three classes took place with 5th and 6th grade elementary school students. Leveraging the computational thinking taxonomy and the AI thinking components, a comprehensive framework for analyzing of AI thinking was established. Using this framework, analysis of students' AI thinking during these classes was conducted based on classroom discourse and supplementary worksheets. The results of the analysis were peer-reviewed by two researchers. The research findings affirm the potential of mathematics-integrated classes in nurturing students' AI thinking and underscore the viability of AI education for elementary school students. The classes, based on AI Big Ideas, facilitated elementary students' understanding of AI concepts and principles, enhanced their grasp of mathematical content elements, and reinforced mathematical process aspects. Furthermore, through activities that maintain structural consistency with previous problem-solving methods while applying them to new problems, the potential for the transfer of AI thinking was evidenced.

• The Mathematical Education
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• v.62 no.1
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• pp.117-149
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• 2023

This study attempted to design a virtual space using ZEP, a metaverse platform, to enable mathematics classes in the metaverse space, to apply it to mathematics classes, and to find out changes in students' affective domain. As a result, students showed positive effects in terms of subject efficacy, subject interest, intrinsic motivation, class satisfaction and participation. In addition, we found the possibility of customized classes for each student level by performing different missions in classroom classes with limited time and space.

• Education of Primary School Mathematics
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• v.25 no.1
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• pp.19-41
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• 2022

Online classes have become one of the general teaching and learning method in elementary education, and elementary school teachers are essentially required to design and implement online math classes that reflect the characteristics of online environment and the specificity of the subject. The qualitative improvement of online mathematics lessons can start with examining what difficulties teachers actually have in enacting the online lessons, and this study focused on their educational needs by examining the degree to which elementary school teachers perceive and implement in terms of designing online interactions. The result showed that teacher education on Learner-Content Interaction (LC) and Learner-Learner Interaction (LL) was necessary for elementary school teachers designing online mathematics lessons, and the educational needs of detailed items of interactions were confirmed. Furthermore, it was found that there was a difference in educational needs for the types of online interactions according to the career life cycle of elementary school teachers. The instructional design strategies for online interactions in online mathematics lessons and implications for teacher education necessary for elementary school teachers were derived from the result.