• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.143-157
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• 2016

This study aims to find out the feasibility and effectiveness of mathematical games as a way to provide primary pre-service teachers with doing mathematics. The game had induced the active participation of elementary pre-service teachers. Through transforming the game, the teachers have been able to experience of mathematical problem posing and generating mathematical representation. Based on this, we discuss the role of mathematical games as a method of pre-service teacher education.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.725-739
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• 2022

This study aims to analyze what elementary school pre-service teachers focused on and what challenges they faced in designing and producing a guided science inquiry program based on augmented reality (AR) and to provide some implications for teachers' professionalism and teacher education. To this end, focusing on the cases of pre-service teachers who designed and created AR-based guided inquiry programs, the researchers extracted and categorized the pre-service teachers' focus and challenges from the program design and production stages. As a result, in the program design stage, the pre-service teachers tried to construct scenarios that could promote students' active inquiry process. At the same time, drawing on the unique affordances of AR, the pre-service teachers focused on creating vivid visual data in a 3D environment and making meaningful connections between virtual and real-world activities. The pre-service teachers faced challenges in making use of the advantages of AR technology and designing an inquiry program due to a lack of background knowledge about CoSpaces, a content creation program. In the program production stage, the pre-service teachers tried to make their program easy to handle to improve students' concentration on inquiry activities. In addition, challenges of programming using CoSpaces were reported. Based on these results, educational implications were discussed in terms of the pedagogical uses of AR and teachers' professionalism in adopting AR in science inquiry.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.115-134
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• 2017

It is necessary to understand the characteristics of each type of division problems in other to help students develop a rich understanding when they learn each type of division problems. This study focuses on a specific type of division problems; a quotitive division as finding a scale factor in enlargement context. First, this study investigated via survey how 4th-6th graders and preservice and inservice elementary teachers solved a quotitive division relating to scaling problem. And semi-structured interviews with preservice and inservice elementary teachers were conducted to explore what knowledge they brought when they tried to solve enlargement quotitive division problems. Most of participants solved the given quotitive division problem in the same way. Only a few preservice and inservice teachers interpreted it as a proportion problem and solved in a different way. From the interviews, it was found that different conceptions of context and decontextualization, and different conceptions of times (as repeated addition or as a multiplicative operator) were connected to different solutions. Finally, three issues relating to teaching enlargement quotitive division were discussed; visual representation of two solutions, conceptions connected each solution, and integrating quotitive division and proportion in math textbooks.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.93-105
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• 2022

This study investigated the aspects of how three preservice elementary school teachers conducted the data-text transforming discourses in their science simulation teaching and how their epistemological conversations worked for learners' construction of scientific knowledge. Three preservice teachers, who had presented simulation teaching on the seasonal change of constellations, participated in the study. The results revealed that one preservice teacher, who had implemented the transforming discourses of data-to-evidence and model-to-explanation, appeared to facilitate learners' knowledge construction. The other two preservice teachers had difficulty helping learners construct science knowledge due to their lack of transforming discourses. What we should consider for improving preservice elementary school teachers' teaching competencies was discussed based on a detailed comparison of three cases of preservice teachers' data-text transforming.

• 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.25 no.1
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• pp.125-141
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• 2022

The purpose of this study is to analyze how pre-service teachers perceive mathematics problems by making good mathematics problems at the elementary school level and applying them to elementary school students. In this study, 86 pre-service teachers enrolled in the second and third grades of A University of Education presented good mathematics problems they thought of. In addition, these pre-service teachers predicted the solution strategies of elementary school students for the proposed mathematics problem and described the teacher's expertise while observing the problem-solving process of elementary school students. As a result of the study, pre-service teachers preferred mathematical problems needed for using mathematical concepts or algorithms, motivation, and open-ended problems as good mathematics problems, and thought that students' in-depth observation and analysis experiences could help improve teachers' problem-solving expertise. In order to enhance teachers' expertise in solving mathematics problems, the researcher proposed for pre-service teachers to observe students' mathematics problem-solving processes, to experience in developing high-quality mathematics problems, and also to distribute high-quality mathematics problems linked to textbook problems.

• School Mathematics
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• v.5 no.2
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• pp.223-240
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• 2003

The purpose of this study was to investigate the preservice elementary teachers' knowledge of division through open-ended problems focused on the following perspectives in understanding division : connectedness between procedural and conceptual knowledge as well as the knowledge of units. Results indicates that the preservice elementary teachers showed low level of understanding of division such as the making word problem including division of fractions and the identification of the units in division operation.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.328-339
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• 2023

The purpose of this study was to investigate the astronomy-related concepts formed by elementary school pre-service teachers and analyze the distribution of misconceptions. The study was conducted on 43 pre-service teachers enrolled in the second year of an elementary teacher training college located in the central region of Korea. As a result of the study, first, pre-service elementary school teachers' misconceptions about astronomy concepts showed a diverse distribution. In particular, pre-service elementary school teachers still had misconceptions regarding seasonal changes, which were pointed out in many previous studies. Second, pre-service elementary school teachers had formed concepts at the level of simple memorization of astronomy concepts and were having difficulty applying the concepts they knew to various cases. Based on these research results, future astronomy-related education should be directed toward understanding astronomical phenomena through the application and application of various cases rather than simple memorization, and astronomy education in teacher training courses and teacher training should also reflect this content.

• Journal of Science Education
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• v.47 no.1
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• pp.63-74
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• 2023

This study aims to investigate the effects of pre-service elementary teachers' scientific self-efficacy by science motivation according to the academic track in high school. The subjects of this study were 525 pre-service elementary teachers of which 350 pre-service elementary teachers were selected from the humanities and social sciences track in high school and 175 pre-service elementary teachers were selected from the science-engineering track in high school. In order to investigate the difference between scientific self-efficacy and science motivation among pre-service elementary teachers, Independent sample t-test and Cohen's d were done. In order to find out about the Influencing of scientific self-efficacy on science motivation, multiple regression analysis was used. The results of this study were as follows: First, there were statistically significant differences in scientific self-efficacy and science motivation, and the average of pre-service elementary teachers who selected science-engineering were significantly higher. Second, explanation power of scientific self-efficacy on science motivation appeared as 66.7~68.3%. The explanatory power of pre-service elementary teachers' who selected humanities and social sciences were higher. The relative importance was high in task difficulty preference factor to humanities and social sciences, was high in self-regulation efficacy to science-engineering. In conclusion, in order for pre-service elementary teachers to achieve high achievement and motivation in science subjects, and to teach science well to students in the school field, teacher education that can improve scientific self-efficacy should be conducted.

• The Mathematical Education
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• v.61 no.3
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• pp.375-396
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• 2022

With the importance for teachers of understanding students' strategies and providing appropriate feedback to their students, the purpose of this study is to analyze how prospective elementary teachers interpret and respond students' strategies for fraction tasks with number lines. The findings from analysis of 64 prospective teachers' responses were as follow. First, the prospective teachers in general could identify the students' understanding and errors based on their strategies, however, some prospective teachers overgeneralized students' mathematical thinking at a superficial level. Second, the prospective teachers could pose diverse tasks or activities for revising the students' errors, while some prospective teachers tried to correct students' errors by using only the area models. Based on these results, this study suggests for prospective teachers to have opportunities to understand elementary students' diverse problem strategies and to consider teaching methods with different fraction models.