• Title/Summary/Keyword: 초등 수학 교사용지도서

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Examine the Features of Evidence Based Instruction in Elementary Mathematics Teacher's Guidebook For Students with Math Learning Disabilities and Students with Underachievement - Only about Number and Operations (초등 수학 교사용지도서의 학습장애 학생 및 학습부진학생을 위한 증거기반교수 요인 포함수준 분석 - 수와 연산 영역을 중심으로)

  • Kim, Byeong-Ryong
    • Journal of Elementary Mathematics Education in Korea
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    • v.20 no.2
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    • pp.353-370
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    • 2016
  • This study examined elementary mathematics teacher's guidebook to determine the inclusion level of 11 critical features of evidence based instruction. And the inclusion level of the features in teacher's guidebook were interpreted as 'Low', 'Middle' and 'High'. The results are as followings. First, The overall inclusion level of the features in teacher's guidebook is 'Middle' The inclusion level of the features in teacher's guidebook for 1st, 2nd, 3rd and 4th were 'Middle' but for 5th and 6th were 'Low'. Second, the inclusion level of the features 'Clarity of Objective', 'Single Concepts and Skill Taught', 'Use of Manipulatives and Representation', 'Explicit Instruction', 'Provision of Examples for new concepts and skill', 'Adequate Independent Practice Opportunities' and 'Progress Monitoring' were 'Middle' The inclusion level of the features 'Review of Prerequisite Mathematical Skills', 'Error correction and Corrective Feedback' and 'Instruction of Strategies' were 'Low'. And discussed the results.

How Teachers Use Mathematics Curriculum Materials in Planning and Implementing Mathematics Lessons (교사의 수업 계획 및 실제 수업에서의 수학 교과서와 교사용지도서 활용 연구)

  • Kim, Goo-Yeon
    • School Mathematics
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    • v.13 no.3
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    • pp.485-500
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    • 2011
  • The purpose of this study is to investigate how elementary mathematics teachers use and implement a reform-oriented mathematics curriculum material, Everyday Mathematics, and to examine what features the curriculum material has. Eight elementary mathematics teachers in the United States participated in the study. Data sources consist of teacher classroom observation write-ups, interviews, and the curriculum material. The results from the analysis of the curriculum material suggest that 80 percent of the tasks are at the high-level in terms of cognitive demand and 26 percent of tasks are identified as transparent. The results also show that the teachers appeared to adapt the curriculum material and partially take suggestions or activities out of the curriculum material in enacting them in their mathematics classrooms. The analysis of enacted tasks suggests that the levels of cognitive demand were shifted from high-level to low-level; 27 percent of the high-level tasks in the curriculum material were maintained at the high-level as enacted in the mathematics classrooms. The level of cognitive demand shifted in many cases; shifts from high-level to low-level occurred. This contributes to the curriculum material not being transparent to teachers.

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Analysis of Elementary Textbooks and Guidebook for Teacher regarding the Classification of Angles and Triangles in the Constructivist Perspective (구성주의 관점에서 각과 삼각형의 분류에 관한 초등 교과서 및 교사용지도서 분석)

  • Roh, Eun Hwan;Kang, Jeong Gi
    • Communications of Mathematical Education
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    • v.29 no.3
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    • pp.313-330
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    • 2015
  • The classification is an important activity that is directly related to concept formation. Thus it will need to be made meaningful learning to classification through learner-centered teaching. But we doubts weather teaching and learning to the classification are reflected in the constructivist philosophy of 'learner-centered' well or not. The purpose of this study was to analyze critically the content of elementary textbooks and guidebook for teachers relating to the classification of angles and triangles in terms of constructivism. As a result, there is a problem in the classification of angles that are not provided a reasonable chance to set criteria by agreement of the communities. There is a problem in the classification of triangles that has the characteristics of radical development in terms of diversity. In addition, response of students was predicted like anyone who already acquired knowledge. And it has the shortcomings that the opportunity to have a choice and a discussion to hierarchical and partition classification are not provided. The followings are proposed based on such features; faithful reflection of 'Learner-centered' principle, careful prediction of student response, teaching that focus on process than results.

A Study on the Contents of Computation Estimation in Elementary School Mathematics Textbooks (초등교과서 연산 단원에서의 계산어림 지도 내용에 대한 고찰)

  • Kwon, Sungyong
    • Journal of Elementary Mathematics Education in Korea
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    • v.24 no.1
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    • pp.53-87
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    • 2020
  • The purpose of this study was to find a future direction for improving computational estimation instruction through examining the contents of computational estimation included in the 2015 revised elementary school mathematics curriculum and elementary school mathematics textbook and teacher's guide. Through this, several suggestions was made as follow. Firs, it is necessary to emphasize the computational estimation across all grade groups. Second, it is necessary to teach the computational estimation strategies systematically. It was found that it is necessary to reinforce the activities related to computational estimation in the computation related units.

A Study on the didactic transposition of the pre-service elementary school teachers for Mathematics instruction (수학수업을 위한 예비초등교사의 교수학적 변환 고찰)

  • Kwon, Sungyong
    • Journal of the Korean School Mathematics Society
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    • v.22 no.4
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    • pp.415-438
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    • 2019
  • The purpose of this study is to examine what aspects of mathematical activities in elementary school mathematics textbooks pre-service school teachers pay attention to in the process of didactic transposition. To do this, the third grade students of the College of Education were asked to analyze the activities of the elementary mathematics textbooks and then select a lesson activities as needed to modify or supplement the activities. As a result of the study, in the process of revising textbook activities for mathematics lessons, pre-service teachers pay attention to whether the textbook activities provide concrete activities, whether they induce student motivation, and whether there is overlap between classes activities. For the didactic transposition of textbook activities for mathematics lessons, pre-service teachers were able to comprehensively utilize relevant curriculum documents such as national curriculum and teachers' manual for checking the goals and achievement standards and lesson objectives.

The Impact of Enacted Curriculum on Student Learning in Mathematics Classrooms (수학수업에서 교사의 교과서 및 교사용지도서 변형 및 활용이 학생의 수학학습에 미치는 영향)

  • Kim, Goo-Yeon
    • Journal of the Korean School Mathematics Society
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    • v.14 no.1
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    • pp.31-42
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    • 2011
  • The purpose of this study is to explore how elementary mathematics teachers' adaptations of a reform-oriented mathematics curriculum material in the USA, Everyday Mathematics, influence elementary students' opportunities to learn mathematics. I illustrate how elementary mathematics teachers alter the curriculum material and how such alterations influence their students' opportunities to learn mathematics in their mathematics classrooms. Results suggest that the teachers with Everyday Mathematics did not appear to maintain the cognitive demand of mathematical tasks as appeared in the curriculum material, as set up by the teacher, and as enacted in the classrooms. The results also show that the teachers seemed to omit components including important tasks and suggestions in the curriculum material. As a consequence, the students did not have an opportunity to think and understand mathematics conceptually and meaningfully; they were exposed and encouraged to learn mathematics procedurally.

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