• 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.

• School Mathematics
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• v.10 no.4
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• pp.515-535
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• 2008

As part of developmental research of a student-teaching practicum program, this research analyzed a mathematics preservice teacher's questioning. The practicum program is based on the model of reflective practice in a collaborative inquiry community for learning-to-teach. This paper describes how a preservice teacher's questioning pattern had changed on the program participation and explain how the change in discourse can be considered as an indicator for the pre service teacher's professional development. Suggestions for the future program development are discussed.

• Education of Primary School Mathematics
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• v.18 no.3
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• pp.203-216
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• 2015

This study analyzed changes of representations which had come up in the problem-solving process of math-gifted 6th grade students that ACODESA had been applied. The class was designed on a ACODESA procedure that enhancing the use of varied representations, and conducted for 40minutes, 4 times over the period. The recorded videos and interviews with the students were transcribed for analysing data. According to the result of the analysis, which adopted Despina's using type of representation, there appeared types of 'adding', 'elaborating', and 'reducing'. This study found that there is need for a class design that can make personal representations into that of public through small group discussions and confirmation in the problem-solving process.

• The Mathematical Education
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• v.60 no.1
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• pp.41-59
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• 2021

The purpose of this study is to synthesize a comprehensive and general conclusion about the effects of mathematics classes using peer tutoring on the cognitive (mathematics learning achievement) and affective domains. For this purpose, a total of 61 individual studies were meta-analyzed in this study to calculate the effect size, measuring the strength of the relationship between mathematics classes using peer tutoring and either the cognitive or affective domain. As a result of this study, it was confirmed that mathematics classes using peer tutoring generally have a medium effect size in both cognitive and affective domains. Also, it was found that level of school, type of student, learning location, class time, tutor education or prior training are significant variables that affect the impact of mathematics classes using peer tutoring on the cognitive and affective domains. These results suggest specific ideas on how to design and operate peer tutoring in school mathematics classes on the basis of different variables.

• The Mathematical Education
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• v.61 no.4
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• pp.613-629
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• 2022

This study explored the heterogeneous latent group on the influence of the learner's perceived math teaching method(instructor-centered, learner-centered) on math self-efficacy. In order to profile the characteristics of the detected latent group, the distribution of variables was confirmed, and multi-group analysis was conducted by SEM. According to the analysis results, two latent groups were detected, and the instructor-type group and the learner-type group were named. As a result of post-hoc analysis, the perception of instructor-centered classes and learner-centered classes, and the perception of math teaching ability were similar between the instructor-type and the learner-type group. But the instructor-type group had higher math self-efficacy, math interest, and math class engagement than the learner-type group. Also, in the instructor-type group, the effect of perception of math teaching ability on math self-efficacy and math class engagement was greater than that of the learner-type group. Whereas, in the learner-type group, the effect of math interest on math self-efficacy and math class engagement was greater than that of the instructor-type group. This study presented a new research method on the influence of math teaching methods on learners by applying the REBUS-PLS method.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.343-360
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• 2022

In mathematics classes, the verbal explanation may contain diverse mathematical concepts and principles in short sentences. It may also include mathematics symbols and terms that might not be used in everyday life. Therefore, students may need particular listening ability in order to understand and participate in mathematics communication. Unlike general listening, the listening ability for mathematics classes may require student to integrate their mathematical and linguistic knowledge. The aim of this study is to reveal the subdomains of listening ability for mathematics classes in a elementary school. I categorized listening ability for mathematics classes in a elementary school from the literature. The categories of listening ability for mathematics are Interpretive Listening, Evaluative Listening, Hermeneutic Listening, Selective Listening, Pretend Listening, and Ignored Listening. In order to develop a framework for understanding listening ability for mathematics classes, I investigated a hierarchy of 412 South Korean elementary teachers' perception. Through a web-based survey, the teachers were asked to rank order their beliefs about and students' listening ability. Findings show that teachers' perceptions about listening ability for mathematics classes are divergent from current research trends. South Korean elementary teachers perceived Interpretive Listening as the most important listening.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.3
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• pp.347-363
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• 2019

The purpose of this study was to investigate the effects of communication - oriented mathematical writing strategies on students' mathematics achievement and mathematical propensity. In order to achieve the purpose, three types of communicative math writing learning strategies such as writing their own thoughts and feelings, writing problem solving process, and explaining the mathematical concepts. In the comparative group, general lessons based on textbooks and tutorials were conducted. As the results, the students in the experimental group showed a significant improvement in mathematics achievement and a positive effect on the mathematical propensity as compared with the comparison group.

• 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.

• Communications of Mathematical Education
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• v.14
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• pp.405-425
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• 2001

수학적으로 생각하고 배우는 과정에서 의사소통의 역할은 지나치게 간과되었다(Greenes, & Schulman, 1996). NCTM에서 수학적 의사소통을 강조하고 있으나, 교실 수업 여건상 충분한 의사소통 경험을 가지기 어렵다. 그리고, 정보화 시대를 맞아, 교육에서도 ICT활용 교육이 일정 수준이상으로 의무화되었다. 또한, 인터넷을 활용한 웹기반교육이 확산됨에 따라, 효과적인 수학적 의사소통 방법이 요구된다. 따라서, ICT활용 수업 활동의 한 유형으로 웹토론을 고찰하고, 실시간 채팅 중심의 웹토론이 학생들의 수학 학습 과정에 관련된 태도에 영향을 주는지를 살펴보아야 한다. 그 결과, 즉각적인 상호작용이 이루어지는 실시간 웹토론이 학생들의 인터넷을 활용한 수학에 대한 태도 영역 중 학습동기 요인에 가장 효과적이었다. 또한, 실시간 토론을 경험한 학생들의 만족도는 매우 긍정적임을 실험을 통하여 확인할 수 있었다.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.363-381
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• 2013

The constituents of math learning styles are information recognition and information processing in the cognitive domain and attitudes toward math learning and environments of math learning in the affective domain. Each of the constituents has two opposing styles; there are the visual style and verbal style in information recognition; and there are the whole style and analytical style in information processing. And as for attitudes toward math learning, there are two styles which are the authoritative and goal-oriented style and the practical and entertaining style. Also as for attitudes toward environments of math learning, there are two styles which are the interior-oriented style and exterior-oriented style. There can be classified into 16 types of mathematics learning by the combination of a total of 8 styles of mathematics learning. The purpose of this study was to analyze the preference of the students from three middle schools located in Daegu Metropolitan City to the styles and types of mathematics learning.