• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.927-949
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• 2015

The purpose of this study was to find out the difference between importance and performance regarding perception of core competence of gifted education teachers through importance-performance analysis (IPA). One hundred fourteen elementary gifted education teachers including math and science participated in the study. The collected survey data was analyzed with IPA matrix. As the result, firstly, there was significant difference between importance and performance regarding perception of core competence of gifted education teachers. Secondly, core competencies of 'understanding knowledge', 'research and instruction', 'passion and motivation', and 'ethics' are high in both perceptions of importance and performance. However, both 'communication and practices' and 'professional curriculum development' are low. Thirdly, there was a difference in core competence of gifted education teachers between math and science at the competence of 'passion and motivation'. Math gifted education teachers perceived 'passion and motivation' high in both importance and performance while science gifted education teachers perceived its importance low and performance high. In addition, math gifted education teachers showed lower performance compared to its importance in the sub-categories; 'knowledge of gifted development', 'gifted child assessment', 'information gathering and its literacy', and 'creative answers to various questions'. However, science gifted education teachers showed lower performance compared to its importance in sub-categories; 'higher-order thinking skills in its subject', 'teaching methodology for self-directed learning', 'problem behavior of the gifted', and 'counseling the gifted'.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.81-108
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• 2012

One of the keyword in every nation's recent educational policy is key competencies. Considering national competitiveness originating from educational competitiveness, educational policy has been driven to identify key competencies and realize them through school education. Within this context some countries have developed competencies-based curriculum and discussed ways to relate key competencies and subject matter areas. However, there have been few researches on how to reflect or integrate key competencies into subject matter areas. Because of this reason, the ways to incorporate and integrate key competencies into three subject areas including mathematics were investigated. The recent trends of curriculum, teaching and learning, and assessment of domestic and foreign cases were explored by the subject of one Korean international middle school, one British foreign school in Seoul, one French foreign school in Seoul, and four middle schools in New Zealand. To establish competencies-based school education, there should be intimate connection system among curriculum, teaching and learning, assessment, and teacher education. Through analysis of domestic and foreign cases, some conclusions regarding how these aspects have changed with the emphasis of key competencies were drawn. In this paper, through classroom observation and teacher interview, a case of the competencies-based mathematics lessons of one French foreign school was investigated. As a result, summaries and recommendations related to ways to improve subject teaching and teacher education in light of key competencies were presented. In these recommendations, the ways to reconstruct subject-based curriculum, the content-specific teaching and learning, and educational assessment were included.

• Education of Primary School Mathematics
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• v.21 no.2
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• pp.193-208
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• 2018

Classification is presented in the curriculum of elementary school mathematics, science, Korean language, and integrated subjects as the major function that needs to be learned. In addition, mathematics textbooks teach the classification as a basic process for organizing and interpreting collected materials in a separate unit. So, we analyzed the curriculum documents and textbooks of mathematics, science, Korean language, and integrated subjects. And we explored how to teach the classification in the context of mathematics subject. As a result, it is necessary to find different classification criteria in conjunction with detailed observation and investigation activities, and to teach that considering the circumstances and purpose of the classification. It also provided implications on how to revive converged classes that focus on big ideas and skills, which are commonly offered by various subjects.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.2
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• pp.253-267
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• 2012

In this paper, we primarily focus on the perspectives about creative process, which is how mathematical creativity emerged, as one aspect of mathematical creativity and then present a desirable task characteristic to measure and program characteristics to develop mathematical creativity. At first, we describe domain-generality perspective and domain-specificity perspective on creativity. The former regard divergent thinking skill as a key cognitive process embedded in creativity of various discipline domain involving language, science, mathematics, art and so on. In contrast the researchers supporting later perspective insist that the mechanism of creativity is different in each discipline. We understand that the issue on this two perspective effect on task and program to foster and measure creativity in mathematics education beyond theoretical discussion. And then, based on previous theoretical review, we draw a desirable characteristic on instruction program and task to facilitate and test mathematical creativity, and present an applicable task and instruction cases based on Geneplor model at the mathematics class in elementary school. In conclusion, divergent thinking is necessary but sufficient to develop mathematical creativity and need to consider various mathematical reasoning such as generalization, ion and mathematical knowledge.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.477-490
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• 2011

The concept of pedagogical content knowledge (PCK) has been developed and expanded to identify essential components of mathematical knowledge for teaching (MKT) by Ball and her colleagues (2008). This study proposes an alternative perspective to view MKT focusing on key developmental understandings (KDUs) that carry through an instructional sequence, that are foundational for learning other ideas. In this study we provide constructive components of KDUs in fraction multiplication by focusing on the constructs of 'three-level-of-units structure' and 'recursive partitioning operation'. Expecially, our participating preservice elementary teacher, Jane, demonstrated that recursive partitioning operations with her length model played a significant role as a KDU in fraction multiplication.

• Communications of Mathematical Education
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• v.12
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• pp.185-200
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• 2001

증명은 수학에서 기초적이고도 중요한 주제이다. 추측을 만들어내고 자신에게는 물론 타인에게까지 그 추측을 정리로서 확신시키는 활동은 수학활동에서의 핵심이라고 할 수 있다. 그러나 현재의 증명 학습지도에서는 학생들의 수준보다는 높은 증명 발달단계를 제시하고 있다는 보고와 함께 기존의 지도방법의 개선책을 요구하고 있다. 따라서 본고에서는 몇 가지 증명의 발달 단계를 정리해 보고 Balacheff의 증명 4단계를 토대로 하여 증명활동을 점진적인 구성으로 제시한다.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.255-277
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• 2009

Currently Science and technology are changing so fast these days, educating competent and creative person, majoring in natural sciences, including mathematics., becoming more and more important. But, in Korea, there are many problems in high school and university education program, so performance level in mathematics is decreasing and avoiding mathematics and natural sciences is increasing. Naturally the numbers of science oritented students in high school are decreasing and ability in mathematics, in particular calculus, is decreasing. Hence, the above situation leads to a reduction of scientific manpower. In this point of a view, we analyse the situation of the downturn of the ability of the science, especially calculus, among engineering majored freshmen. We also study many data reported by Ministry of Education and Science, Korea and scholar societies. From this study we conclude that the essential rerasons for the above situations are curriculum and the system of the entrance examination of the university, and we give suggestions for solutions of such a situation.

• Journal of the Korean School Mathematics Society
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• v.15 no.2
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• pp.215-238
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• 2012

One of the keyword in every nation's recent educational policy is key competencies. Considering national competitiveness originating from educational competitiveness, educational policy has been driven to identify key competencies and realize them through school education. Within this context some leading countries have developed competencies-based curriculum and discussed ways to relate key competencies and subject matter areas. However, there have been few researches on how to reflect or integrate key competencies into subject matter areas. Because of this reason, the ways to incorporate and integrate key competencies into three subject areas including mathematics were investigated. The recent trends of curriculum, teaching and learning, and assessment of domestic and foreign cases were explored by the subject of one Korean international middle school, one British foreign school in Seoul, one French foreign school in Seoul, and four middle schools in New Zealand. To establish competencies-based school education, there should be intimate connection system among curriculum, teaching and learning, assessment, and teacher education. Through analysis of domestic and foreign cases, some conclusions regarding how these aspects have changed with the emphasis of key competencies were drawn. In this paper, through classroom observations and teacher interviews, the reality of competencies-based mathematics teaching of New Zealand and France was investigated. As a result, summaries and recommendations related to ways to improve subject teaching and teacher education in light of key competencies were presented. In these recommendations, the ways to reconstruct subject-based curriculum, the content-specific teaching and learning, and educational assessment were included.

• Education of Primary School Mathematics
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• v.23 no.1
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• pp.1-26
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• 2020

The purpose of this study was to analyze the process of reading and understanding mathematics lesson plan through eye-tracking to suggest implications of pre-service teacher education. As a result of the analysis, the pre-service teachers felt that the mathematics lesson plans were more difficult than the experienced teacher, they read and understood the mathematics lesson plan in sequential order. Experienced teachers, on the other hand, used a hypertext reading strategy to find key topics and make connections in order to grasp the flow of instruction in mathematics lesson plan. Based on these results, several suggestions were drawn for pre-service teachers when teaching their ability to read and understand mathematics lesson plan.

• Communications of Mathematical Education
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• v.31 no.2
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• pp.203-221
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• 2017

The purpose of this study is to suggest didactical principles for using mathematical teaching aids and to applicate didactical principles in a relation with curriculum. First, we meta-analyzed related literature to suggest didactical principles for using mathematical teaching aids. And we suggested didactical principles as follows: principle of activities, principle of instruments, principle of learning. Using mathematical teaching aids with didactical principles in mind would help avoiding situations in which mathematical teaching aids are only used as interesting tools. Second, we concretized the meaning to applicate didactical principles and use mathematical teaching aids in a relation with curriculum. We considered domain, key concept, function, achievement standard, which were presented in the curriculum of mathematics, and suggested concrete activities. Third, we produced two designs for lessons on incenter and circumcenter of triangle and linear function's graph using mathematical teaching aids.