• Journal of the Korean School Mathematics Society
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• v.20 no.3
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• pp.303-323
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• 2017

This is a multiple-case study of how preservice secondary mathematics teachers teach a particular mathematics using a technological tool. In a performance interview, the preservice teachers demonstrated how they would teach a specific mathematical topic using Geometer's Sketchpad. The results of this study showed that the preservice teachers designed diverse types of lesson plans and implemented different pedagogical and technological techniques in their teaching demonstrations. The findings suggest that preservice teachers' pedagogical content knowledge is an important factor in the integration of technology into their mathematics teaching. Thus, mathematics teacher educators should help preservice teachers gain a robust pedagogical content knowledge in order to effectively teach mathematics with technological tools.

• The Mathematical Education
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• v.60 no.1
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• pp.61-76
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• 2021

The purpose of this study is to analyze the errors and difficulties which pre-service secondary teachers shows during the task modification in consideration of the cognitive demand and to provide significant implications to the pre-service teacher education program related to the modification of the mathematical tasks. In the pursuit of this purpose, tasks were selected from perpendicular bisector units and 24 pre-service teachers were asked to modify the tasks to higher and lower level tasks. After the modification activities, opportunities for reflection and modification were provided. The findings from analysis are as follows. Pre-service teachers had a difficulty to distinguish between PNC tasks and PWC tasks. Also, We identified the interference phenomena that pre-service teachers depended on the apparent elements of the task. Pre-service teachers showed a tendency to overlook the learning objectives and learning hierarchy during the task modification, and to focus on some types of task modification. However, pre-service teachers were able to have meaningful learning opportunities and extend the category of tools to technology including Geogebra through self-reflection and correction activities on task modification. The above results were summed up and we presented the implications to the task modification program in the pre-service secondary teacher education.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.259-281
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• 2016

Teaching practicum plays a significant role in teacher education program because it provides pre-service teachers with an opportunity to apply what they have learned to the actual teaching contexts. As such, it needs to be conducted in terms of close collaboration between university and school. Given that, in a mathematics methods course the prospective teachers in this study had an opportunity to discuss mathematics lessons they had implemented during their teaching practicum. This paper analyzed in what ways prospective teachers' comments on elementary mathematics instruction were changed through this experience. The results of this study showed that in late comment the teachers tended to focus more on mathematical discourse, consider not only the teacher of the lesson but also students, and suggest alternative approaches on the classroom events they had noticed. It is noticeable that the results analyzed by researchers were consistent with prospective teachers' self-assessment. Building on these results, this paper provides implications of teacher preparation programs to enhance prospective teachers' ability to analyze elementary mathematics lessons.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.219-236
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• 2023

This study examined the relationship between preservice teachers' mathematical understanding and problem posing in fractions multiplication and division. To this purpose, 41 preservice teachers performed visual representation and problem posing tasks for fraction multiplication and division, measured their mathematical understanding and problem posing ability, and examined the relationship between mathematical understanding and problem posing ability using cross-tabulation analysis. As a result, most of the preservice teachers showed conceptual understanding of fraction multiplication and division, and five types of difficulties appeared. In problem posing, most of the preservice teachers failed to pose a math problem that could be solved, and four types of difficulties appeared. As a result of cross-tabulation analysis, the degree of mathematical understanding was related to the ability to pose problems. Based on these results, implications for preservice teachers' mathematical understanding and problem posing were suggested.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.505-518
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• 2014

The purpose of this study was to examine how pre-service elementary teachers develop mathematical tasks in the elementary teacher education program. Elementary pre-service teachers revise their tasks in clarifying representation, reflecting curriculum, modifying mathematical errors. Elementary pre-service teachers' perspective on assessment has been changed from focusing on tasks to focusing on students.

• School Mathematics
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• v.15 no.2
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• pp.405-427
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• 2013

In this study, we have accomplished content area reading activities for pre-service teachers since 2003. These activities were guided each year to students of the college of education. We proceeded our content area reading activities by four courses. Four courses consisted of reading the book, discussion of reading, announcement of the results, reminding announcement. After content area reading activities, the pre-service teachers have learned naturally the knowledge and ideas that will help in teaching mathematics. And they have shared and expand their knowledge and ideas with colleagues. Moreover the pre-service teachers came to realize that content area reading is very important in pre-service mathematics teacher education. In the study, it was suggested that there is a need to provide opportunities to experience the content area reading for pre-service teachers in mathematics teacher education.

• The Mathematical Education
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• v.60 no.4
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• pp.509-527
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• 2021

We investigated whether and how pre-service teachers took the realistic contexts seriously in the course of solving word problems; additionally, we investigated how pre-service teachers evaluated students' realistic and non-realistic answers to word problems. Many pre-service teachers, similar to students, solved some of the realistic problems unrealistically without taking the realistic contexts seriously. Besides, they evaluated students' non-realistic answers higher than the realistic answers. Whether the pre-service teachers could solve problems realistically or not, they did not appreciate students' realistic considerations for the reasons that those were not fitted to the intentions of the word problems, or those were evidence of the flaws of the problem. Furthermore, the analysis of premises implied in the pre-service teachers' evaluation comments showed the implicit didactic contracts about realistic word problem solving that they accepted and also anticipated students to follow. Our analysis of the pre-service teachers' conceptions of realistic word problems can help teacher educators design the teacher program to challenge and revise pre-service teachers' folk pedagogy.

• Education of Primary School Mathematics
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• v.23 no.1
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• pp.1-26
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• 2020

The purpose of this study was to analyze the process of reading and understanding mathematics lesson plan through eye-tracking to suggest implications of pre-service teacher education. As a result of the analysis, the pre-service teachers felt that the mathematics lesson plans were more difficult than the experienced teacher, they read and understood the mathematics lesson plan in sequential order. Experienced teachers, on the other hand, used a hypertext reading strategy to find key topics and make connections in order to grasp the flow of instruction in mathematics lesson plan. Based on these results, several suggestions were drawn for pre-service teachers when teaching their ability to read and understand mathematics lesson plan.

• The Mathematical Education
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• v.63 no.2
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• pp.369-385
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• 2024

With the advancement of digital technology, a variety of digital materials are being utilized in education. For their appropriate use of digital resources, teachers need to be able to evaluate the quality of digital resource and determine the suitability for teaching. This study explored how preservice teachers evaluate TocToc-Math, an Artificial Intelligence (AI)-based math support system. Based on an evaluation framework developed through prior research, preservice teachers evaluated TocToc-Math with evidence-based criteria, including content quality, pedagogy, technology use, and mathematics curriculum alignment. The findings shows that preservice teachers positively evaluated TocToc-Math overall. The evaluation tendencies of preservice teachers were classified into three groups, and the specific characteristics of each factor differed depending on the group. Based on the research results, we suggest implications for improving preservice teachers' evaluation abilities regarding the use of digital technology and AI in mathematics education.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.625-647
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• 2015

How a pre-service teacher understands and comments on mathematics instruction can serve as the foundation of her teaching expertise. Given that prospective teachers observe demonstrative mathematics teaching implemented by an in-service teacher and make a comment on it during their practicum period, this paper specified the levels of their ability in commenting on mathematics instruction and explored the characteristics of such levels. It is significant that this paper provides a systematic and comprehensive analysis of such levels in terms of topic, agent, stance, evidence, and alternative perspective. The results of this study showed that the commenting levels may be classified by Level 1 (fragmentary), Level 2 (inspective), and Level 3 (analytical), and that the most frequent level of this study was at Level 2. Multiple regression analysis demonstrated that stance is the most influential in determining the levels of comments among their analytic components. An analysis of the participants' anecdotes showed that the experience of observing demonstrative teaching during the practicum may have impact on the belief of mathematics instruction and self-image as a teacher. Building on these results, this paper provides implications of teacher preparation programs to enhance prospective teachers' ability to analyze elementary mathematics lessons.