• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.405-435
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• 2019

Despite the recent emphasis on value research in mathematics education along with the significance of values from a new perspective, there has been a lack of research on the values perceived by teachers and students in Korea. This paper analyzes how fifth-grade students would perceive the values of a master teacher with expertise in elementary mathematics education after her teaching of mathematics and whether their values on mathematics learning would change. According to the study, the students recognized that the master teacher valued understanding, preview-review, picture, problem, and reason in mathematics learning. Among these, the value of understanding was perceived as the core value. An analysis of the students' values on general mathematics learning and personal mathematics learning showed that preview and review were the most important before and after the master teachers' teaching. An analysis of the changes in the values of students showed the greatest change in the value of understanding. Instead of accepting the values of the master teacher as it were, students actively reconstructed and maintained them. Based on these results, this paper has drawn implications regarding the consideration of students' values in mathematics learning.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.373-395
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• 2010

In this research, I reported the activities of learning community on elementary mathematics which is consist of 1 university researcher 4 elementary teachers. The main activities of learning community are as follows: establishing objectives and contents of learning community, writing the critical essay on elementary mathematics lesson, and reflecting on the activities of learning community. The establishment of objectives and contents of learning community was built through agreement between university researcher and elementary teachers. In addition to, the members of learning community could share the idea and difficulties on elementary mathematics lesson and increase the professional development on elementary mathematics lesson by criticizing the lesson together.

• Education of Primary School Mathematics
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• v.19 no.1
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• pp.61-78
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• 2016

The purpose of this study was to investigate the perceptions and perspectives on meanings and use of manipulatives in mathematics lessons. For the investigation, the researcher reviewed related literature and analyzed the perceptions of preservice teachers on the meanings and use of manipulatives in mathematics lessons. The participants were 75 preservice elementary school teachers who took a teaching practice course at the 1st or the 2nd semester in 2015. These preservice teachers observed mathematics lessons for two weeks during the student teaching periods. They were requested to observed the use of manipulatives in mathematics lessons and wrote about their ideas on the meanings and use of manipulatives. Result of the research was that the perceptions on the meanings and use of manipulatives from the preservice teachers' perspectives are as follows. Manipulatives in mathematics lessons were self-made or pre-made manufactures. The using time of manipulatives during lessons varies, and the teachers provide the manipulatives with contexts. Providing in-depth observation during a teaching practice course is allowed opportunities for preservice teachers to reflect their mathematics teaching and learning methods in the classroom.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.221-243
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• 2011

The purpose of this study is to investigate activities of sharing learning objectives in mathematics lesson and by doing that, to draw some conclusions on sharing learning objectives in elementary school mathematics lessons. To gather data, 82 pre-service teachers who participated in 4-week teaching practicum were asked to record their mathematics lesson and to transcribe their teaching activities. Specifically by analyzing the data, suggestions on how to share the learning objectives in elementary school mathematics were drawn.

• Education of Primary School Mathematics
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• v.21 no.1
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• pp.39-53
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• 2018

Most of the studies of mathematics so far have found positive changes in the effectiveness of the academic achievements of academic achievement, as well as positive changes in the effectiveness of academic achievement or attitudes or attitudes towards mathematics. The purpose of this study was to investigate the achievement criteria for the use of the teaching aids and to present the teaching aids and the methods for teaching the learning contents appropriate to the achievement standards. Specifically, it finds the achievement standard suitable for the learning contents instruction course of the textbooks of the elementary school 1st and 2nd graders, finds the available diocese in the standard diocese for the math class, and investigates the diocese in use in the present textbook.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.207-234
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• 2014

There has been an increasing concern of how mathematical idea indicates and shares in a way to promote students' mathematical development. Such ideas highlighting need of the culture of mathematics classroom in mathematical education. The culture of mathematics classroom was constructed classroom social norms, sociomathematical norms, and classroom mathematical practice. This paper investigated how sociomathematical norms were constructed in two elementary mathematics classrooms by two different teachers.

• Education of Primary School Mathematics
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• v.20 no.2
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• pp.131-142
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• 2017

The purpose of the study is to examine the effect of debate and discussion instruction in mathematics class on mathematics study achievements and attitudes in elementary school. To conduct the research, two classes were verified as the homogeneous groups by a preliminary examination on the fourth grade of J elementary school. After mathematics class, the subjects were conducted the same mathematics study achievement and attitude tests in two groups and were analyzed with descriptive statistics, independent t-test, t-test. Accordingly, debate and discussion instruction in mathematics class is more effective than regular lecture method instruction. debate and discussion instruction in mathematics classes are believed students will participate in the question and understand the mathematical principles and concepts themselves through action to solve the problem and influenced I have a positive attitude towards mathematics.

• Journal of Educational Research in Mathematics
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• v.13 no.3
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• pp.267-286
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• 2003

The purpose of this study was to understand the structures underlying Korean elementary teachers' attitudinal beliefs toward reform-oriented mathematics instruction and predict their intentions to change traditionally-oriented teaching practice. The theory of planned behavior (TPB) developed by Fishbein and Ajzen provided a conceptual framework for the examination of factors that influence Korean teachers' beliefs, attitudes, subjective norms and perceptions of control factors. Data were gathered through a survey instrument from 281 teachers who teach mathematics in a metropolitan city of Korea. Descriptive statistics and multiple regression analyses were conducted to analyze the data. Findings indicate that Korean elementary teachers' change in Instructional practice is based primarily on their judgements regarding the likelihood of occurrences of certain consequences if they engage in teaching mathematics in a reform-oriented way. Teachers' perceptions of important others regarding the reform-oriented mathematics instruction seem to play a minor role in teachers' instructional change. Teachers' perceptions about control factors that prohibit or help teach mathematics in a reform-oriented way do not seem to make significant improvement in predicting their intentions to change traditionally-oriented teaching practice.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.407-429
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• 2015

This study aims to find the elementary mathematics teachers' satisfaction, availability, and needs, based on the mathematics teaching models in current mathematics curriculum. The satisfaction on current mathematics teaching models is about 80%, but the frequency of usage of the models is a bit low because the models are used once a unit or a semester. Among other subjects, the teachers prefer the teaching models of social studies or science, because the models are convenient in applying models to their teaching. We proposed a few ideas to enhance the availability of mathematics teaching models including the consideration on a variety of content areas of mathematics, students' differences of their mathematics levels, and the teaching and learning methods in mathematics curriculum.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.3
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• pp.415-441
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• 2017

The purpose of this study is to develop elementary school math classes for the gifted and talented with a focus on social issues to investigate the possibility of character education through specialized subject classes. As suggested in the goals of the math education for social justice, which provide the fundamental theoretical basis, through mathematics activities with a theme of social issues, mathematically gifted and talented young students can critically perceive social issues, express a sense of mathematical and critical agency throughout the course and develop a willingness and mindset to contribute to social progress. In particular, the concept of Figured Worlds and agency is applied to this study to explain the concept of elementary math classes for the gifted and talented with a focus on social issues. The concept is also used as the theoretical framework for the design and analysis of the curriculum. Figured Worlds is defined as the actual world composed of social and cultural elements (Holland et al., 1998) and can be described as the framework used by the individual or the social structure to perceive and interpret their surroundings. Agency refers to the power of practice that allows one to perceive the potential for change within the Figured Worlds that he is a part of and to change the existing Figured Worlds. This study sees as its purpose the fostering of young talent that has the agency to critically perceive the social structure or Figured Worlds through math classes with a theme of social issues, and thus become a social capital that can contribute to social progress.