• Journal of the Korean School Mathematics Society
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• v.22 no.1
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• pp.63-80
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• 2019

This study aims to investigate noticing of pre-service secondary mathematics teachers. For the purpose of this study, we analyzed journals of four pre-service mathematics teachers. Our analysis was based on a framework including three categories such as Aware, Interpret, and Response. As results, we found a tendency that pre-service secondary mathematics teachers have more general awareness of students and relatively fewer interpretations of students' mathematical thinking than other categories. In addition, in the category of Response, the pre-service secondary mathematics teachers were more likely to explain to students than to promote students' thinking through questions. Based on these results, we would like to discuss implications for pre-service secondary mathematics teacher education.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.1
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• pp.1-24
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• 2018

This study included eleven elementary pre-service teachers who participated in the first and second teaching practices held by J Education College in 2015. After the pre-service teachers were encouraged to self-reflect on their mathematics teaching using a reflective survey sheet of mathematics teaching expertise, their uses of mathematics teaching expertise were analyzed according to the times of their mathematics practice instructions. The results are as follows: First, as the frequency of their mathematics teaching increased, the pre-service teachers' uses of mathematics teaching expertise increased, especially greatly with seven of them. However, the number of subcategories where the teachers' uses of mathematics teaching expertise increased was different from at least two to seven depending on the teachers. Second, the pre-service teachers who performed mathematics teaching practices four times used more of mathematics teaching expertise than those who did two times or three times. Third, some pre-service teachers who taught two or three times never reached 90% of the total score of any subcategory, even in the subcategory where they showed increase in their uses of mathematics teaching expertise. Fourth, the subcategory of 'reflection before class - teaching perspective - understanding of mathematics subject knowledge' was analyzed as the most difficult one for the study participants, and the reason is, they think, that there are not enough materials on the historical back grounds of mathematical concepts.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.493-506
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• 2014

This study is to seek access to a way of learning of the discipline of mathematics education, one of several knowledge is required to pre-service mathematics teachers. First, by selecting the key topics and researchers in mathematics education learning materials were produced by the relevant classification information by keyword. This applies to pre-service teachers in the curriculum, and looked to clarify the theoretically connectivity among the researchers and concepts and principles of the discipline of mathematics education. And as a result, investigate whether there is any effect to the pre-service teacher education.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.1-22
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• 2018

The purpose of the study was to examine the effects of mentoring experience in STEAM classes on pre-service mathematics teachers' teaching competency for STEAM education. The study was conducted with 23 pre-service mathematics teachers who participated in the mentoring program affiliated with free learning semester system during one semester. To investigate the changes of pre-service mathematics teachers' teaching competencies for STEAM education and the effects of the mentoring program, pre, post questionnaires, lesson journals, and whole group discussion data were collected. According to the results, pre-service mathematics teachers' competencies for 'knowledge of STEAM education', 'subject matter knowledge', 'teaching and learning methods', and 'learning environments and circumstances' categories were improved significantly after the mentoring program. Especially, some results indicated that pre-service mathematics teachers' teaching experiences in real STEAM classrooms were very helpful for the development of understandings of STEAM education and construction of practical knowledge.

• School Mathematics
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• v.17 no.2
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• pp.331-353
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• 2015

The purpose of this study is to investigate expertise of mathematic teachers in development of designing assessment items, derived from development of assessing tools, which is a part of assessing competence of mathematic teachers. Analysis was made upon the difference between Pre-service and In-service teachers in terms of self-perception on assessment items. The assessing references of self-perception on developing in designing assessment items consist of followings: one's Beliefs and Self-Rating in designing assessment items. This investigation on self-perception was carried out by both pre-service teachers who are currently enrolled students in college and in-service teachers who are currently incumbent in secondary schools. This analysis based on 310 teachers' answers on self-perception of designing assessment items, both in- and preservice.

• School Mathematics
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• v.8 no.3
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• pp.327-339
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• 2006

In this study, a teaching units for teaching and learning of secondary preservice teachers' mathematising is designed, focusing on reinvention of Bretschneider's formula. preservice teachers can obtain the following through this teaching units. First, preservice teachers can experience mathematising which invent a noumenon which organize a phenomenon, They can make an experience to invent Bretscheider's formula as if they invent mathematics really. Second, preservice teachers can understand one of the mechanisms of mathematics knowledge invention. As they reinvent Brahmagupta's formula and Bretschneider's formula, they understand a mechanism that new knowledge is invented Iron already known knowledge by analogy. Third, preservice teachers can understand connection between school mathematics and academic mathematics. They can understand how the school mathematics can connect academic mathematics, through the relation between the school mathematics like formulas for calculating areas of rectangle, square, rhombus, parallelogram, trapezoid and Heron's formula, and academic mathematics like Brahmagupta's formula and Bretschneider's formula.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.675-690
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• 2015

This study explore the features of mathematical tasks as an effective means to foster pre-service primary teachers' mathematical knowledge for teaching and develop mathematical task for pre-service primary teachers. As a result, prospective teachers have while solving a mathematical task, converting a given situation to a mathematical problem, and solve problems through connections with existing knowledge, and experience seeing the existing mathematical concepts from a new perspective. Finally, we discussed the conditions for a suitable mathematical task in teacher education.

• Journal of the Korean School Mathematics Society
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• v.24 no.4
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• pp.327-348
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• 2021

This study examines the effects of mathematics learning mentoring activities on mathematical knowledge for teaching (MKT) of pre-service mathematics teachers. We choose six pre-service mathematics teachers in the department of mathematics education at M University. The pre-service mathematics teachers conducted 1:1 mathematics learning mentoring for two hours at a times and twice a week for 15 weeks. The pre-service mathematics teachers submitted the mentor log, which recorded weekly learning and emotional observations. We collected the mentor log and the reflection log of pre-service mathematics teachers and the interviews with pre-service mathematics teachers. Based on the collected data, we analyzed the effects of MKT, the understanding of students, and pre-service mathematics teachers' introspection by mathematics learning mentoring. We obtained conclusions as follows. First, mathematics learning mentoring provides an opportunity for pre-service mathematics teachers to apply the theory of mathematical education to schools. Thus pre-service mathematics teachers express theoretical knowledge as practical knowledge. Second, mathematics learning mentoring helps pre-service mathematics teachers have the ability to understand students and provide opportunities to reflect on their attitudes as learners. Third, mathematics learning mentoring helps advance teaching activities by providing pre-service mathematics teachers with opportunities to reflect on their teaching activities. Finally, mathematics learning mentoring has positively influenced the change in pre-service mathematics teachers' beliefs and teaching intuition.

• Journal for History of Mathematics
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• v.25 no.3
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• pp.141-157
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• 2012

There is enthusiasm among many mathematics educators to seek to understand how history of mathematics can be employed to emphasize the usefulness of mathematics and to make it even more useful. We investigate theoretical backgrounds of using history of mathematics for secondary students and prospective mathematics teachers. On the basis of historico-genetic principle and mathematics teachers' professional knowledge, we go into curriculum of prospective mathematics teachers. This study focussed on developing pedagogical approach using history of mathematics for prospective mathematics teachers.

• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.553-565
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• 2013

The purpose of this study was to examine how the Lakatos method works in the elementary teacher education program. Elementary preservice teachers were given a task in which they examined the Pick's theorem. The finding revealed that Lakatos method was usable in the elementary teacher education. They produced initial conjecture and found counterexamples, and finally made improved conjectures. These experience encourage them to change their belief of teaching and learning mathematics and to find alternative ways of teaching mathematics.