• Journal of Educational Research in Mathematics
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• v.23 no.3
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• pp.373-388
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• 2013

This paper is to investigate how two elementary school teacher's belief mathematics as educational content, and teaching and learning mathematics as a part of educational methodology, and what the two teachers believe towards gifted children and their education, and what the classes demonstrate and its effects on the sociomathematical norms. To investigate this matter, the study has been conducted with two teachers who have long years of experience in teaching gifted children, but fall into different belief categories. The results of the study show that teacher A falls into the following category: the essentiality of mathematics as 'traditional', teaching mathematics as 'blended', and learning mathematics as 'traditional'. In addition, teacher A views mathematically gifted children as autonomous researchers with low achievement and believes that the teacher is a learning assistant. On the other hand, teacher B falls into the following category: the essentiality of mathematics as 'non-traditional', teaching mathematics as 'non-traditional, and learning mathematics as 'non-traditional.' Also, teacher B views mathematically gifted children as autonomous researchers with high achievement and believes that the teacher is a learning guide. In the teacher A's class for gifted elementary school students, problem solving rule and the answers were considered as important factors and sociomathematical norms that valued difficult arithmetic operation were demonstrated However, in the teacher B's class for gifted elementary school students, sociomathematical norms that valued the process of problem solving, mathematical explanations and justification more than the answers were demonstrated. Based on the results, the implications regarding the education of mathematically gifted students were investigated.

• Journal of the Korean School Mathematics Society
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• v.10 no.3
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• pp.385-400
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• 2007

This study pilot tested a researcher-designed instrument based on National Council of Teachers of Mathematics' problem solving standard and middle school teachers' beliefs about teaching problem solving. One hundred twenty four teachers' responses were analyzed. The instrument was validated and found to be reliable. The study found that females and males have significantly different beliefs about teaching problem solving. Age of the teacher did not appear to affect the teaching of problem solving.

• Education of Primary School Mathematics
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• v.21 no.2
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• pp.163-192
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• 2018

The purpose of this study was to examine the relations among mathematics teachers' beliefs, classroom norms and discourse, and equity issues in mathematics classrooms. In order to achieve this purpose, three teachers who work in the same school were analyzed. The analysis revealed that the participating teachers' beliefs about mathematics teaching and learning and about their students' abilities and motivation influenced the establishment of classroom norms and discourses that defined what students needed to do to be successful mathematics learners. Also, classroom norms and discourse affected the development of students' identity and power and the level of equity in the classroom.

• Journal of the Korean School Mathematics Society
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• v.19 no.3
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• pp.261-275
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• 2016

Many students have dualistic beliefs about mathematics and its learning- for example, there is always just one right answer in mathematics and their role in the classroom is receiving and absorbing knowledge from teacher and textbook. This article investigated some epistemic implications and limitations of common mathematics teaching practices, which often present mathematical facts(or procedures) and treat students' errors in a certain and absolute way. Langer and Piper's (1987) experiment and Oliveira et al.'s (2012) study suggested that presenting knowledge in conditional language which allows uncertainty can foster students' productive epistemological beliefs. Changing the focus and patterns of classroom communication about students' errors could help students to overcome their dualistic beliefs. This discussion will contribute to analyze the implicit epistemic messages conveyed by mathematics instructions and to investigate teaching strategies for stimulating students' epistemic development in mathematics.

• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.407-422
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• 2013

The purposes of this study are to investigate the change in the teacher efficacy beliefs of elementary pre-service teachers in mathematics during the student teaching, and to suggest the direction of the student teaching program for improving the pre-service teachers' efficacy beliefs in mathematics. For this, 93 elementary pre-service teachers participated. After the 4 weeks of practice, any changes in their teacher efficacy beliefs in mathematics were analyzed and the positive and negative causes of the differences were discussed. Consequently, their teacher efficacy beliefs in mathematics meaningfully decreased. The analysis of the cause of the decrease indicated that the teacher efficacy beliefs in teaching mathematics, rather than in the management of their mathematics class, meaningfully decreased. The meetings with the subjects also revealed that they had more negative experience with class teaching and were not able to gain much positive experience with it after all.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.373-389
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• 2015

This study was to investigate the practice of the teachers who changed their teaching subject to Mathematics from other subjects. Teacher, A who had traditional belief and Teacher, B, non-traditional belief were chosen for the study through the questionnaire in Sep. 2014. The result indicated that Teacher, A in traditional belief showed teacher-centered teaching but Teacher, B in nontraditional belief showed inconsistent way of teaching in comparison to the original perspective. The later said she could not teach students as she wanted to teach because of the lack of knowledge of teaching as a math teacher. The difficulties Teacher, A encountered were: to handle too many works beyond teaching and to teach too many contents to cover without having enough time to prepare. Teacher, B didn't know how to teach students math in a constructivism way. They asked to offer them more in-service training program to develop their expertise for teaching mathematics.

• Communications of Mathematical Education
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• v.13 no.1
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• pp.265-274
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• 2002

이 프로젝트는 수학 수업 중 ‘추론’과 ‘증명’에 관련된 "문제해결과정"에 관심을 가지고, 처음 증명문제를 접하는 독일 7학년 학생들을 대상으로 문제해결능력에 필요한 요인들, 즉, 문제 해결을 위한 수학적 기본지식, 해결된 문제에 대한 인지정도, 논리적 사고 등을 관찰 분석하고 수학교사의 수학에 대한 신념(Beliefs)과 수업 방식이 학생들의 문제해결에 미치는 영향을 조사하는 것에 그 목적을 둔다. 이 프로젝트의 일부의 결과로써, 본 논문에서는 학생들 개개인의 문제해결과정과 그 능력, 그리고 수학에 대한 신념을 서술하고, 수학교사와 학생들의 서로 다른 수학에 대한 신념을 비교 분석한다.

• Journal of the Korean School Mathematics Society
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• v.19 no.4
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• pp.459-478
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• 2016

With the proven benefits of and increased interest in using technology in education, the role of teachers has become more important in integrating technology into mathematics classroom. Thus, it is important to improve preservice teachers' technological, pedagogical, and content knowledge (TPACK), which are influenced by their beliefs. This study examines how preservice secondary mathematics teachers' experience and beliefs related to technology use in the mathematics classrooms impact their TPACK. The results of this study show that preservice teachers who have more experience using technology and who hold student-centered beliefs towards technology use display higher levels of technology-related knowledge than preservice teachers who have little experience and who hold teacher-centered beliefs. Understanding the relationships between preservice teachers' TPACK and beliefs provides insights into how teacher education programs can support preservice teachers to develop TPACK and integrate technology into their future mathematics instruction.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.31-52
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• 2020

This study aimed to examine the relationships among elementary mathematics teachers' self-efficacy beliefs, constructivist beliefs, and years of experience. This study used the primary data set of 299 Korean elementary school teachers. Exploratory and confirmatory factor analysis, Pearson's correlation test, multivariate analysis of variance, and structural equation modeling were conducted. This study found that mathematics teachers' self-efficacy beliefs were positively related to their years of experience and constructivist beliefs, whereas there was no significant association between teachers' years of experience and constructivist beliefs. Additionally, teachers' self-efficacy beliefs significantly mediated the relationship between years of experience and constructivist beliefs.

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.519-538
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• 2013

The purpose of this study, for each section of high school mathematics I help to verify the utillization of instructional class in the formation of students' academic achievement and mathematical beliefs. For this purpose we construct an experimental class and then analyse the students' change in those aspects after applying concept learning hand-out and colleage feedback on their works those students are in the experimental class. As a result of the experiment, we find that concept learning hand-out activity and colleague feedback made some significant changes on the students achievement in mathematics and mathematical beliefs. Therefore, in this study I want to solve the concrete problems are as follows. First, utilizing the concepts of mathematics tutoring lessons to improve students' academic achievement is it effective? Second, utilizing the concepts of mathematics tutoring classes does have a positive impact on students' mathematical beliefs? Third, utilizing the concepts of mathematics tutoring lessons for students what is the reaction?