• Journal of the Korean School Mathematics Society
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• v.17 no.3
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• pp.321-335
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• 2014

This study aimed to investigate beliefs of secondary pre-service teachers in mathematics. In particular, conceptions of teaching and learning were examined, For the purpose of this study, using an instrument, Teaching and Learning Conceptions Questionnaire, developed by Chan & Elliot(2004), a survey was conducted for 86 secondary mathematics pre-service teachers in Incheon area. The results showed that the mathematics pre-service teachers strongly agreed with the constructivist perspectives. In addition, compared to the juniors, the seniors responded more positive in the questions relative to the traditionalist view and the male students agreed more with the traditional conceptions, as comparing to the female students in this study. This study had limitations on the extent of the research site and participant. However, it would provide foundational information about pre-service teachers for teacher educators.

• Communications of Mathematical Education
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• v.15
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• pp.299-301
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• 2003

대부분의 중등학교 교사양성대학교 수학교육과 학생들은 복소해석학을 3학년이 되었을 때 꼭 수강해야 한다. 그런데 교과내용은 자연대학 수학과에서 가르치는 내용과 다른 점이 별로 없다. 교과내용이 너무 어렵고 많을 뿐만 아니라 중등학교에서 수학교사로 일하는데에 별로 필요하지 않은 많은 내용을 담고 있다. 이런 교과과정은 중등학교 수학교사 양성을 목표로 하는 교사양성대학에는 매우 불합리한 것이다. 그럼에도 불구하고 지금까지 오랜 세월 동안 이런 교과과정이 변하지 않고 지속되어 왔다는 것이 놀라올 뿐이다 이제는 오래되고 비현실적이며 비효율적이기따지 한 옛툴에서 벗어나려는 시도를 너무 늦기전에 해야만 한다. 이런 취지에서 복소해석학의 교과내용을 새롭게 구성하려 하고 있으며 2003년 1월24일부터 25일까지 이틀 동안 한국교원대하교에서 열리는 전국수학교육연구대회에서 이런 연구내용과 건의사항 등을 발표하고자 한다.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.691-715
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• 2015

This study explored preservice secondary mathematics teachers' mathematical knowledge for teaching [MKT]. In order to measure preservice teachers' MKT, we developed items according to Ball, Thames & Phelps (2008)'s domains and conducted to 53 preservice teachers. Also, we interviewed 1 preservice teacher with the items and a set of interview questions. The findings from the data analysis suggested as follows: a) overall, the preservice teachers scored average 30.2 out of 100; b) the preservice teachers appeared to be unable to explain students' difficulties in learning a specific mathematical idea and how they would respond to and resolve such difficulties.

• Journal of Educational Research in Mathematics
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• v.27 no.1
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• pp.137-156
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• 2017

This study was designed to gain insights into investigating pre-service secondary mathematics teacher education for technology integrated curriculum. The progressive expansion of supporting system for those education in US, TPACK, teacher belief, and analysis frameworks for teacher education program were explored. A survey on the technology courses in 42 mathematics education departments was analysed. Technology courses were not opened in 1/3 of the departments because of the lack of lecturers or objection of the faculty members. Common visions as well as curriculum realignment, financial supports are required for implementing technology integrated mathematics education

• School Mathematics
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• v.16 no.3
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• pp.445-469
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• 2014

This study aims to examine secondary mathematics teachers' understanding of the levels of cognitive demand on mathematical tasks suggested in mathematics textbooks. The study also attempts to investigate whether the teachers are able to characterize the tasks accordingly and to change low level tasks to high level ones. For this purpose, we developed a survey and 50 secondary mathematics teachers participated in the survey. The findings from the data analysis suggest that 59 percent of the teachers selected high level tasks as appropriate for achieving the national curricular goals, but about 1/3 of the teachers identified PNC tasks as high level ones. The results also reveal that more than half of the teachers were not able to transform low level into high level tasks and only 4 teachers out of 50 were able to transform successfully. The teachers seem to find difficulty in transforming low level tasks into high level ones.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.127-150
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• 2021

Recently, in the field of mathematics education, mathematical noticing has been considered as an important element of teacher expertise. The meaning of mathematical noticing is the ability of teachers to notice and interpret significant events among various events that occur in mathematics class. This study attempts to analyze the differences of pre-service secondary teachers' mathematical noticing and confirm the factors that cause the differences between them. To accomplish this, the items on class critiques were established to identify pre-service secondary school teachers' mathematical noticing, and each of 18 pre-service secondary mathematics teachers were required to write a class critique by watching a video in which their micro-teaching was recorded. It was that the teachers' mathematical noticing can be identified by analyzing their critiques in three dimensions such as actor, topic, and stance. As a result, there were differences in mathematical noticing between pre-service secondary mathematical teachers in terms of topic and stance dimensions. The result suggests that teachers' mathematicl noticing can be differentiated by subject matter knowledge, pedagogical content knowledge, curricular knowledge, beliefs, experiences, goals, and practical knowledge.

• School Mathematics
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• v.15 no.2
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• pp.443-457
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• 2013

This study investigated the perceptions of beginning teachers about teacher knowledge. Reflections and improvement of their class knowledge have been perceived as the most important factors by beginning teachers. In terms of utilization of actual classes, teacher knowledge, mathematical concepts and correlations such as connection linked to class contents and hierarchy have been used the most. Among the needed teachers knowledge, knowledge of student understanding and mathematics content knowledge was the most essential knowledge that could be mainly formed through classroom experience and teacher training program. On the other hand, knowledge about technology and assessment was not necessary or useful factor for beginning teachers. To facilitate formation of beginning teachers' knowledge, teacher introductory program, mentoring program, interactive relationship with teacher education institutes, curriculum improvement for teacher education institute and the development and dissemination of various teachers training program would be required.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.511-536
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• 2017

The present study aims to investigate ways in which pre-service secondary mathematics teachers anticipate 1) students' responses to specific mathematical tasks which are chosen or devised by the participating pre-service teachers as requiring students' higher cognitive demand and, 2) their roles as math teachers to scaffold students' mathematical thinking. To achieve the goal, we had our pre-service teachers to engage in an adapted version of Spangler & Hallman-Thrasher(2014)'s Task Dialogue writing activity whose focus was to develop pre-service elementary teachers' ability to orchestrate mathematical discussion. 14 pre-service teachers who were junior at the time enrolled in the Mathematics Teaching Method Course were subjects of the current study. In-depth analysis of both Task Dialogues which pre-service secondary mathematics teachers wrote and audiotapes of the group discussions while they wrote the dialogues suggests the following results: First, the pre-service secondary teachers anticipated how students would approach a task based on their own teaching experiences. Second, they were challenged not only to anticipate more than one correct students' responses but to generate questions for the predicted correct-responses to bring forth students' divergent thinking. Finally, although they were aware that students' knowledge should be the crucial element guiding their decision-making process in teaching, they tended to lower the cognitive demands of tasks by providing students with too much guidance which brought forth the use of procedural knowledge. The study contributes to the field as it provides insights as to what to attend in designing teacher education course whose goal is to provide a foundation for developing pre-service teachers' ability to effectively orchestrate mathematical discussion.

• Journal of Educational Research in Mathematics
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• v.26 no.4
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• pp.755-768
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• 2016

According to TIMSS, secondary math teachers in Korea has lower confidence compare to other countries, despite the fact that teachers' confidence of teaching is an important variable. This not only influences the student's improvement but, also the quality improvement of teachers' career. Therefore, this study explores the effect of secondary math teachers' confidence according to the context variables such as teaching years, teaching preparation, collaboration with other teachers, and teaching limitation. Additionally, these context variables' $R^2$ toward the change of teaching confidence is also included. Results indicate that teaching preparation, collaboration with other teachers, and teaching limitation contribute in the confidence of teaching. $R^2$ of the change of teaching confidence shows large contribution to teaching preparation which does not accomplish with other variables.

• School Mathematics
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• v.17 no.3
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• pp.469-492
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• 2015

This study explored secondary mathematics teachers' mathematical knowledge for teaching [MKT]; in particular, it focused on teachers' knowledge of functions. In order to measure teachers' MKT, we developed items according to Ball, Thames & Phelps (2008)'s domains and conducted to 34 secondary mathematics teachers in 5 high schools in Seoul. The findings from the data analysis suggested as follows: a) overall, the teachers scored average 67.4 out of 100, 87.43 in Common Content Knowledge[CCK], and the average score of Specialized Content Knowledge [SCK] was the lowest; b) correlations among SCK, KCS, and KCT were statistically significant; and c) there was no sign of statistical significance between CCK and the rest.