• 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.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.872-877
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• 2018

STEAM is an acronym for Science, Technology, Engineering, Arts, and Mathematics. It is considered important to equip students with a creative thinking ability and the core competences required in future society, helping them devise new ideas emerging from branches of study. This study is about the convergence of instructional design in private finance for the life sciences, which aims to foster talent through problem-based learning (PBL). Skills like collaboration, creativity, critical thinking, and problem solving are part of any STEAM PBL, and are needed for students to be effective. STEAM projects give students a chance to problem-solve in unique ways, because they are forced to use a variety of methods to solve problems that pop up during these types of activities. The results of this study are as follows. First is the structured process of convergence lessons. Second is the convergence lesson process. Third is the development of problems in the introduction of private finance and the life sciences for a convergence lesson at Dornod University. Learning motivation shows the following results: understanding of learning content (66.6%), effectiveness (63.3%), self-directed learning (59.9%), motivation (63.2%), and confidence (63.3%). To make an effective model, studies applying this instructional design are to be implemented.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.41-58
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• 1998

In this paper, we designed an open class teaching model in level-based team arrangements. In this way, teaching lesson plans were newly developed in order to teach students in open classroom environments. Both teachers and students required enough time to be acquainted with the new approach. However, empirical data analyses of mid-term and final examinations as well as survey data mathematical achievements indicated that most of the students have shown interests in mathematical activities and confidences on their mathematical abilities. Furthermore, there were few students who seemed to be isolated from mathematical activities. In particular, most students didn't seem to get lower grades than expected from other teachers who hesitated to apply the new model.

• School Mathematics
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• v.13 no.1
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• pp.19-36
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• 2011

This study provides middle school students with an opportunity to construct elementary functions with dynamic geometry based on the proportion between lengths of triangle to activate students' intuition in handling elementary algebraic functions and their geometric properties. In addition, this study emphasizes the process of justification about the choice of students' construction method to improve students' deductive reasoning ability. As a result of the pilot lesson study, this paper shows the characteristics of the students' construction process of elementary functions and the roles the teacher plays in the process.

• The Mathematical Education
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• v.43 no.1
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• pp.51-74
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• 2004

During cooperative learning in small group, we investigate what characteristics children in elementary school show at several fields of mathematics and through communicating activity etc., what influence the cooperative learning does on children's attitude, thinking, problem solving, recognition. To know them, we observe the process of children's communication and evaluate children's attitude, thinking, problem solving, recognition with checklist at each lesson. Through this research, we conclude that the figure part is the most effective when we teach with cooperative learning type, and the cooperative learning evoke the vivid communication, and make progress in affirmative attitude, thinking etc. Also, in this thesis we suggest the points which teacher should consider when he/she use cooperative learning in small-group.

• School Mathematics
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• v.10 no.4
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• pp.625-648
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• 2008

We collected the data through the following process. 36 third-grade middle school students are selected, and we conducted ex-ante interviews for researching how they understand the nature of proof. Based on the results of survey, then we chose two students we took a lesson with the Branford's among the 36 samples. After sampling, historic-genetic geometry education, inspected carefully whether the Branford's method helps the students.

• School Mathematics
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• v.12 no.2
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• pp.151-176
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• 2010

This research aims to conduct the teaching experiment based on the constructivism to elementary preservice teachers and report on how they construct and develop the mathematical knowledge on ratio concept. Furthermore, this research aims to examine the significances and difficulties of "constructivist teaching experiment" which are conceived by elementary preservice teachers. As the results of this research, I identified the possibilities and limits of mathematical knowledge construction by elementary preservice teachers in the "constructivist teaching experiment". And the elementary preservice teachers pointed out the significances of "constructivist teaching experiment" such as the experience of prior thinking on the concept to be learned, the deep understanding on the concept, the active participation to the lesson, and the experience of learning process of elementary students. Also they pointed out the difficulties of "constructivist teaching experiment" such as the consumption of much time to carry out the constructivist teaching, the absence of direct feedbacks by teacher, and the adaption on the constructivist lesson.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.497-516
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• 2023

The purpose of this study is to explore the possibility of enhancing teachers' pedagogical design capacity using ChatGPT. For this purpose, a survey was conducted to investigate preservice teachers' perceptions of ChatGPT, and lesson plans created using ChatGPT were analyzed from the perspectives of design elements, conversations with ChatGPT, and information transforming. The results showed that pre-service teachers have a rather passive attitude toward the use of ChatGPT, and that teacher moderation and ChatGPT characteristics affect pre-service teachers' perceptions of the use of ChatGPT. In addition, pre-service teachers mainly used ChatGPT for motivational activities and play activities, and there were significant differences in the level of utilization of ChatGPT among individuals, i.e., how they interacted with ChatGPT and how they transformed information. Based on these findings, we explored the possibility of using ChatGPT for teacher professional development and teacher education.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.3
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• pp.420-435
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• 2009

The aims of this study are to analyze and compare the elementary textbook contents of science in Korea, USA and England and to make suggestions for the improvement of integrative contents in Korean science textbooks. For this study, lessons on living things in the three grade science textbooks of three different countries were selected and analyzed according to the five criteria: component elements of the lesson, integration of knowledges and investigations, integration of subject and life, connection with other subjects and focus of integration. From this comparative study, five suggestions are inferred for the improvement of the Korean elementary science textbooks. First, it is recommended that Korean textbooks should present unit objectives and evaluative components in the introductive part and last part of each lesson. Second, Korean textbooks should include scientific knowledges as a way of presenting educational contents. Third, Korean textbooks are recommended to include integrated contents fitting for students' life context. Fourth, Korean textbooks are recommended to integrate contents in connection with mathematics, arts, literature and so on. Fifth, issues which can facilitate students to understand contents in the textbooks and to relate to their life should be more employed.

• Journal of the Korean School Mathematics Society
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• v.20 no.3
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• pp.255-275
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• 2017

Educating for character was emphasized in 2015 & 2009 reformed Korea natio nal mathematics curriculum. Thus, in this study we basically conducted to reali ze the creativity and character education. The purpose of this study is to succe ssfully lectures in the 'Mathematics Curriculum and Textbook Research' subject that is mathematics education department's major subject in teacher college, and to analyze the results. For the purpose of this study, the following study was carried out. First, we develop a lesson plan, teaching and learning plan, learning materials based on cr eativity and personality. Second, we taught a class based on the creativity and personality. Third, we analyze the effectiveness of the teaching efficacy about p re-service math teacher. Fourth, we conducted a qualitative analysis of the 'Mat hematics Curriculum and Textbook Research' subject lessons through the Classe s observer.