• East Asian mathematical journal
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• v.40 no.2
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• pp.149-166
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• 2024

This study is to establish the domains and the standards of instructional evaluation on the teacher knowledge dealing with the knowledge of 'teaching and learning methods and assessment'. Especially, in this study, the instruction assessment standards are developed focused on the five types of mathematics competencies such as problem solving, communication, reasoning, connection, information and handling, which were emphasized in the mathematical curriculum revised in 2022. By the result, ten domains such as an instruction involving instruction goal and content, problem-solving competency, data treatment competency, learners' achievement level and attitude, communication competency, reasoning competency, connection competency, the assessment method and procedure based on the competency, the assessment tool development based on the competency, assessment result based on the competency were new established. According to those domains, the total 20 instructional evaluation standards were developed. This study is limited to consider the domain of 'teaching and learning methods and assessment' among the domains of teacher knowledge, while dealing with the elements of mathematics competencies in the standards. However, instructional evaluation standards reflecting these competencies should be developed in the other diverse domains of teacher knowledge.

• Education of Primary School Mathematics
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• v.17 no.3
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• pp.173-188
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• 2014

The aim of the case study presented in this paper was to explore mathematics curriculum knowledge of a South Korean elementary teacher. An in-depth case study is applied to examine mathematics curriculum knowledge that influences teachers' instructional process including analysis of diverse artifacts such as lesson plan, observation and interviews. Findings of this study suggest that mathematics curriculum knowledge has direct relevance to teaching a lesson, designing a lesson and assessing students' work. In addition, this study identified that mathematics curriculum knowledge may be divided into two sub-categories: vertical mathematics curriculum knowledge and horizontal mathematics curriculum knowledge. The results of this case study help our understanding of South Korean elementary teachers' mathematics curriculum knowledge, which has a deep impact on their teaching practice. Moreover, this cross-national research offers implications for researchers, policymakers, and teachers in U.S. as well as those in South Korea.

• The Mathematical Education
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• v.43 no.4
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• pp.405-417
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• 2004

This study is on the use of mathematics program for School Mathematics Education. According to the ‘technology principle’ by NCTM and teaching-learning methods by the 7th curriculum, we developed mathematics learning activities with mathematics program. This activity is to construct designs with graphs by using mathematics program(GrafEq.). In this study, we practiced these learning activities with pre-service mathematics teachers. The mathematics educational effects of these learning activities in this study are analyzed as follows; active & spontaneous search for mathematical knowledge, the experience of problem solving, affirmative view-point of mathematics, understanding of practical use of mathematics, acquisition an interest & motivation of learning mathematics etc. When students learn graphs of function, the concept of inequality in secondary school mathematics class., mathematics teachers can make a good use of constructing designs by mathematics program(GrafEq.). This will help to practice of teaching-learning methods by the 7th curriculum.

• East Asian mathematical journal
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• v.28 no.4
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• pp.363-381
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• 2012

The purpose of this study to analyze correlation for the tendency of mathematics anxiety, traits according to the factors of mathematics anxiety and mathematics attitude depending on the teacher variable through a survey of mathematics anxiety and attitude toward mathematics on teaching mathematics of elementary school teachers. To solve the questions above, sampled 250 elementary school teachers in Daegu province. As a result of the study, mathematics anxiety on teaching is not actually formed a lot. However, the more training experience with mathematics, previous academic career, education career were, the lower mathematics anxiety was. The results showed that mathematics anxiety is affected by previous academic career, training experience with mathematics in particular. In addition, we found that mathematics anxiety is affected by mathematics anxiety in their school, recognition of the ability to explain mathematics contents and attitudes toward mathematics.

• East Asian mathematical journal
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• v.34 no.2
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• pp.103-125
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• 2018

This study was conducted as a part of the project to evaluate the quality of mathematics instruction in the national curriculum system. The purpose of this study is to measure the consistency between teaching goals of mathematics curriculum, contents presentation of textbooks, and testing including adequacy of each element in mathematics instruction for 8th grade. To do this, we used MIQP (instructional quality profile for Mathematics) developed basing on the instructional quality profile (IQP) in the previous research of the project. First, the quality of textbooks' content presentation for 8th grade was found that the desirable levels in number and operation area and geometric area was relatively less compared to other areas, but it was generally good. Second, it was found that the quality of mathematics testing for 8th grade was good in terms of consistency with the curriculum's teaching goals, consistency with the content presentation of textbooks, and adequacy of testing. However, regional differences in the quality of testing showed that there were some deficiencies in regions outside the metropolitan.

• School Mathematics
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• v.14 no.1
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• pp.109-134
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• 2012

The purpose of this study is to develop authentic assessment model and example tools of mathematics teaching and learning. By reviewing literature researches, we set up the definition of authentic assessment in mathematics education, checked the criterian of authentic assessment tasks and mathematical activities. We searched various assessment models of mathematics teaching and learning, project assessment proceeding model, and criterian of project assessment, and checked various project tasks of the authentic assessment. And we developed authentic assessment model and example tools of mathematics teaching and learning. The model is applied project tasks in the form of being integrated with class to high school students, with high school mathematics especially. Furthermore, we carried the test of content validity for a validity of developed tasks for experts in studies of mathematics education. The result is that authentic assessment model and example tools of mathematics teaching and learning has an significance in mathematics education and can be used to judge whether students are doing 'real' mathematics or not, keeping the applicability in the form of being integrated with class.

• Education of Primary School Mathematics
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• v.14 no.3
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• pp.277-291
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• 2011

It is necessary for the teacher to understand why teach mathematics in order to implement the visions and expectations of the national mathematics curriculum in her actual classroom. This study conducted a survey of examining how elementary school teachers might understand the purpose of teaching mathematics. The results of this study showed that teachers' conceptions of the purpose of teaching mathematics were related mainly to the development of logical thinking, practical use of mathematics in everyday life, and a tool for studying other subjects or disciplines. However, teachers did not perceive much other purposes of mathematics education such as understanding the world, appreciating aesthetic value of mathematics, and developing communicative ability as well as sociality. Whereas teachers did not think of the significance of mathematics as an intellectual field when asked to write down how they would explain students why they had to learn mathematics, they tended to strongly agree it in the Likert-scale responses. Teachers' conceptions were not different according to their gender but teachers with less than five years' teaching experience were relatively negative than others with more experience. Given these results, this study provided issues and implications of teachers' conceptions of the purpose of teaching mathematics.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.555-572
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• 2014

Teacher preparation programs are responsible for preparing teachers to be able to perform their work with professional knowledge and skills. What opportunities to learn such knowledge and skills the programs intentionally develop for prospective teachers can be discerned by looking at the curriculum of teacher education. The purpose of this study is to find implications for the curriculum in elementary teacher education in South Korea, especially as that pertains to opportunities to learn teaching mathematics. This paper compares the curricula of 21 teacher preparation programs for elementary teachers in South Korea and in the United States. It finds that the programs in both countries emphasize teacher preparation to teach subject matter and to help elementary students improve their academic knowledge. The overall structures of the curriculums outlined in the programs of both countries are relatively comparable. In terms of the opportunities to learn teaching mathematics, however, they are quite different in what authentic contents they offer. This paper discusses the need for more emphasis on mathematical knowledge for teaching.

• Research in Mathematical Education
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• v.25 no.2
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• pp.165-169
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• 2022

Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning is Liljedahl's latest book that cumulated his long-term research project. He provides concrete advice on each of 14 research-based teaching practices, along with answers to frequently asked questions and suggestions for getting started, which will help you build your thinking classroom.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.109-135
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• 2012

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out the following research such as : 1) development of the standards on teaching evaluation between 2004 and 2006, and 2) investigation on the elements of Teacher Knowledge. The purposes of development of evaluation standards for mathematics teaching through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those studies focused on the knowledge of subject matter knowledge, knowledge of learners' understanding, teaching and learning methods and assessments, and teaching contexts. For this purpose, the part of subject matter knowledge was consisted of four evaluation domains such as the knowledge of curriculum reconstruction, knowledge of mathematical contents, methodological knowledge, mathematical value. The part of Learners' unders tanding included the evaluation domains such as students' intellectual and achievement level, students' misconception in math, students' motivation on learning, students' attitude on mathematics learning, and students' learning strategies. The part of teaching methods and evaluation was consisted of seventh evaluation domains such as instruction involving instructional goal and content, instruction involving problem-solving activity, instruction involving learners' achievement level and attitude, instruction on communication skills, planning of assessment method and procedure, development on assessment tool, application on assessment result in class were new established. Also, the part of teaching context was consisted of four evaluation domains such as application of instructional tools and materials, commercial manipulatives, environment of classroom including distribution and control of class group, atmosphere of classroom, management of teaching contexts including management of student. According to those evaluation domains of each teacher knowledge, elements on teaching evaluation focused on the teacher's knowledge were established using the instructional evaluation framework, which is developed in this study, including the four areas of obtaining, planning, acting, and reflecting.