• Communications of Mathematical Education
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• v.14
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• pp.371-394
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• 2001

교사 교육기관에서 교육을 받고 있는 예비 수학교사들의 교수-학습에 대한 신념은 주로 초, 중, 고등학교를 다니면서 수학 교사와의 상호작용과 긍정적 혹은 부정적인 경험에 의해서 형성되어져 있다. 이러한 신념은 결국 사범대학에서의 교육을 받으면서 지식의 습득 과정에 영향을 미치게 된다. 따라서 예비수학교사들이 가지고 있는 수학의 교수-학습에 대한 신념을 조사하는 것은 이들이 기존에 가지고 있는 신념에 대한 반성의 기회를 제공하게 되어 바람직한 신념형성 및 장차 교사가 되었을 때 수학교실에서의 교수-학습의 새로운 전환에 도움이 될 것이다. 그리고 이들의 신념을 조사, 연구하는 것은 현재 수학과 교사 교육기관에서 이루어지고 있는 교수와 학습에 대한 질을 개선하는데 도움이 될 것이다.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.364-372
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• 2016

The purpose of this study was to investigate preservice mathematics teachers' perceptions for mathematics digital textbook. To do this, we provided a questionnaire to 52 preservice mathematics teachers and analysed the questionnaires. The questionnaire was investigated using 5 point scale. The results of this study can be summarized as follows. First, the preservice mathematics teachers' perception on effectiveness of mathematics digital textbook was positive. Second, the preservice mathematics teachers' perception on interaction of mathematics digital textbook was normal. Third, the preservice mathematics teachers' perception on interest of mathematics digital textbook was positive. Fourth, the preservice mathematics teachers' perception on students' health of mathematics digital textbook was normal. Fifth, the preservice mathematics teachers' perception on class-management of mathematics digital textbook was normal. Sixth, some preservice mathematics responded that mathematics digital textbook was efficient to teach a function or a geometry, others responded that paper textbook was more efficient to teach a mathematics.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.831-842
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• 2010

In this study, in order to use history of mathematics effectively, we investigate the pre-service teachers' perceptions about utilizing history of mathematics. As a result, we must introduce history of mathematics will be able to apply concretely in class to the pre-service teachers. And We must provide the method which is various will be able to apply history of mathematics in class to the pre-service teachers enough. Also, We must provide the instance which relates in utilizing history of mathematics to pre-service teachers enough.

• Communications of Mathematical Education
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• v.30 no.1
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• pp.101-120
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• 2016

The purposes of the study were to analyze pre-service mathematics teachers' MKT and to examine the perceptions of MKT to find implications for the improvement of pre-service mathematics teacher education program in the aspect of teachers' content knowledge. Twenty-six pre-service mathematics teachers participated in the survey to examine the perceptions of MKT and they also finished two MKT tasks which focused on a specific area of middle school geometry. According to the survey results, the participants thought that they have enough knowledge in all categories of MKT except KCT-2 and they appreciated the importance of MKT education in pre-service mathematics teacher education program. However, the participants showed difficulties in MKT task items which required SCK, KCS, KCT, especially, the proportions of those who showed appropriate knowledge on the items required SCK and KCT was less than 50%. These results show disagreement between the perceptions of pre-service mathematics teachers' MKT and practice of MKT.

• 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.

• 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.

• Journal for History of Mathematics
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• v.25 no.1
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• pp.89-105
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• 2012

This study analyzed the lesson analysis reports and survey of pre-service teachers who have practiced the microteaching in order to identify the reflection of mathematics pre-service teachers. The professors who are teaching pre-service teachers need to propose the examples of an instructional model that can induce the opened reaction and the effective usage of time through interesting topics. In addition, pre-service teachers who have practiced the first microteaching have shown a lot of reflection more than expected. Therefore, to improve the quality of lectures, it is important for pre-service teachers to have experiences of microteaching and reflection.

• The Mathematical Education
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• v.52 no.2
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• pp.231-245
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• 2013

MTEBI는 미국에서 초등 예비 교사들의 수학 교수 효능감을 측정하는데 자주 이용되는 척도이다. 이 연구의 목적은 MTEBI를 한국의 중등 예비 교사들에게 사용하는 것이 적합한지를 탐색하는 것이었다. 이를 위하여, 미국에 있는 대학원에 다니며 영어와 국어 둘 다 말할 수 있는 박사 학생 두 명이 MTEBI를 브리슬린의 이론대로 국문으로 번역하였고, 그 뒤에 한국에 있는 다수의 수학 교사 교육자들이 번역된 척도를 면밀하게 검토하였다. 한글판 척도를 먼저 작은 표본에서 초벌 실험하였는데, 두 개 문항이 도구의 신뢰도와 타당도를 현저하게 떨어뜨렸다. 본 연구에서는 이 두 개의 유용하지 못한 문항을 대신할 두 개 문항을 더한 23개 문항으로 구성된 척도에 대하여 정규성, 신뢰도, 요인 타당도 등을 658명의 표본에서 검사하였다. 초벌 연구에서 발견된 두 개의 유효하지 않는 문항은 본 연구에서도 역시 그와 같아서, 그 두 문항은 척도에서 제거되었다. 최종적으로 얻어진 21 문항 척도는 한국의 예비 수학 교사들의 수학 교수 효능감을 측정하는데 적합한 척도이다. 앞으로, MTEBI 한글판을 이용하여 한국에서 교사 효능감에 대한 연구가 활발하게 일어나기를 기대한다.

• Journal of the Korean School Mathematics Society
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• v.21 no.1
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• pp.63-89
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• 2018

In this study, the researcher developed a course integrated mathematical problem posing activities in order to enhance pre-service mathematics teachers' ability to carry out problem posing activities in mathematics classroom, and examined the changes of pre-service mathematics teachers' perceptions about problem posing through the course. The problem posing course developed in this study consisted of three stages: education on the theories regarding problem posing; activities with problem posing; development and implementation of problem posing tasks. According to the results of the questionnaires, interviews, and class journals data analysis, the problem posing experiences provided in this study were very effective in improving pre-service mathematics teachers' understanding of the problem posing strategies and the benefit of problem posing activities to student learning. Particularly, the experience in various problem posing activities and the implementation experience of problem posing provided in the course played a key role in the improvement of pre-service mathematics teachers' understanding of problem posing and PCK.

• School Mathematics
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• v.14 no.2
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• pp.233-253
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• 2012

The purpose of the study investigate mathematics content knowledge(MCK) of prospective teachers in differential area. 70 prospective teachers were asked to perform six questions based on Cho's MCK (2010, 2011). The results show that depending on whether they experience any teacher education program, the level of prospective teachers' mathematics content knowledge may vary. In particular, prospective teachers struggled with an unfamiliar problem situations. We also found that prospective mathematics teachers have some difficulty in solving problem about the use of mean value theorem and derivative.