• The Mathematical Education
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• v.53 no.2
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• pp.185-200
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• 2014

교사의 자기 효능감은 그 교사가 실제로 잘 가르칠지를 예측하는 매우 강력한 구인이다. 본 연구는 우리나라의 초등 예비교사들이 수학을 가르치는데 대한 효능감을 측정하는 정당한 척도를 개발하는 것이다. 먼저, 문헌조사로부터 개인효능감과 결과기대감의 두 개 변인에서 58개의 문항을 개발하였고, 표본 크기 919인 자료 위에서 정규성 검사를 실시하였다. 다음에 전체 자료를 크기가 각각 419와 500인 두 개의 표본으로 나누었고, 첫째 표본에서 신뢰도 검사 및 탐색적 요인 분석을, 둘째 표본에서 확인적 요인 분석을 실시하였다. 최종적으로 개인효능감 변인에서 12 문항, 결과기대감 변인에서 6 문항 등 총 18개의 문항으로 구성된 수학교수효능감척도(MTES)를 개발하였다.

• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.545-564
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• 2009

TPACK (Technological Pedagogical Content Knowledge) adds the technological knowledge to PCK (Shulman 1986), completing the combination of three kinds of knowledge, i.e. teacher's content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK). In this study, I seek to design methodological ways to improve TPACK for preservice mathematics teachers by developing and analyzing team project-based classes with technology in a class of the first semester 2009 in a teacher's college in Seoul, South Korea. The goal of the team project is to design classes to teach mathematics with technology by selecting technology tools suitable for specific mathematical concepts or mathematics sections. In the early stage of the class in the college, the confidence levels among the preservice mathematics teachers were relatively low but increased in the final stage their mathematics teaching efficacy up to from 3.88 to 4.50. Also, the pre service mathematics teachers answered the team project was helpful or very helpful in developing TPACK; this result proves that lectures with technology which based on team project are excellent tools for the teacher to design classes with technology confidently. Considering the teacher's TPACK is one of the abilities to achieve the goals required in the information technology era, the preservice mathematics teachers are asked to plan and develop the lectures with technology, rather than just taught to know how to use technology tools or adapt to specific cases. Finally, we see that national-wide discussion and research are necessary to prepare customized standards and implementable plans for TPACK in South Korea.

• 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.

• School Mathematics
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• v.18 no.4
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• pp.857-880
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• 2016

The development of teacher's professionalism through teacher education is a key element in the improvement of school education. However, there has been criticism that the mathematics teacher education in Korea do not provide given enough opportunities for the classroom experience during preservice teacher education period. For development of inservice mathematics teachers and preservice teachers' teaching professionalism, this study develops a research community for mathematics classroom consisting of experts, inservice mathematics teachers, and preservice teachers. And the study explores the possibilities of the model as an educational space for inservice teachers and preservice teachers by participating in a series of courses such as task development and revision, and observation and analysis of classes. As results, inservice teachers and preservice teachers were able to enhance the practical experience and understanding necessary for the class, and they were also positively influenced in teacher efficacy and view of teaching on the model. Based on this, we suggest the possibility of the model as a teacher education system.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.491-518
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• 2011

According to a number of recent studies, Korean students' affective achievement was at much lower level than cognitive achievement, which indicated the needs for nationwide researches. Although a variety of effort was put into finding ways to improve students' affective achievement, few researches focused on teachers was being underway. Thus, this study was conducted with 327 secondary school mathematics teachers in Gyeonggi-do- by survey method to investigate on how teachers feel affective domain in their teaching practice, how much they it into account at class, and what their wills or plans are to put it into action. According to the results, there existed a distinctive gap between teachers and students in affective domain.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.717-746
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• 2014

The study aimed to explore how to improve mathematical thinking through metacognitive learning by stressing metacognitive abilities as a core strategy to increase mathematical creativity and problem-solving abilities. Theoretical exploration was followed by an analysis of correlations between metacognitive abilities and various ways of mathematical thinking. Various metacognitive teaching and learning methods used by many teachers at school were integrated for sharing. Also, the methods of learning application and assessment of metacognitive thinking were explored. The results are as follows: First, metacognitive abilities were positively related to 'reasoning, communication, creative problem solving and commitment' with direct and indirect effects on mathematical thinking. Second, various megacognitive ability-applied teaching and learning methods had positive impacts on definitive areas such as 'anxiety over Mathematics, self-efficacy, learning habit, interest, confidence and trust' as well as cognitive areas such as 'learning performance, reasoning, problem solving, metacognitive ability, communication and expression', which is a result applicable to top, middle and low-performance students at primary and secondary education facilities. Third, 'metacognitive activities, metaproblem-solving process, personal strength and weakness management project, metacognitive notes, observation tables and metacognitive checklists' for metacognitive learning were suggested as alternatives to performance assessment covering problem-solving and thinking processes. Various metacognitive learning methods helped to improve creative and systemic problem solving and increase mathematical thinking. They did not only imitate uniform problem-solving methods suggested by a teacher but also induced direct experiences of mathematical thinking as well as adjustment and control of the thinking process. The study will help teachers recognize the importance of metacognition, devise and apply teaching or learning models for their teaching environments, improving students' metacognitive ability as well as mathematical and creative thinking.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.19-44
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• 2014

This study aims to develop strategies for improving the affective characteristics of Korean students based on results from international achievement tests. In pursuing the goal, different research methods are employed including a) analysis of the theories and literature regarding the affective domains included in PISA and TIMSS studies; b) analysis of the current situation and needs of Korean students with respect to the affective factors based on PISA and TIMSS results; c) case studies of best practices in relation to students' affective domains in Korea and abroad; and d) development of strategies for improving and supporting Korean students' affective characteristics. In this paper, first of all, relevant theories on affective characteristics in literature are introduced. In other words, the concepts of three affective domains in question - interest, self-efficacy, and value - are reviewed, and their definitions for the present study are made. Also, teaching strategies and support plans for improving students' affective factors are extracted from previous studies. Furthermore, this paper reviews recent trends in research on how the affective domains are related to mathematics education and how one can teach them effectively. The teaching guidelines for each affective domain are developed according to the instruction principles extracted through literature review in general for all subjects. Based on the results of the findings mentioned above, this paper establishes and suggests the guidelines on how to teach mathematics reflecting the affective characteristic.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.511-533
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• 2022

The purpose of this study is to develop a learning coaching model suitable for the mathematics subject by reflecting the characteristics of the mathematics subject and the mathematics teaching/learning process in the CARE learning coaching model that supports students' self-directed learning. The mathematics learning coaching model developed in this study is a 'step' and 'element' to apply coaching, and a 'strategy' for carrying out it. Mathematics learning coaching model evaluated rapport, trust, state management, and math pre-test as elements of 'creating a comfortable atmosphere', and problem recognition, hypercognition, restructuring, initiative, and math learning ability as elements of 'improving perception'. Self-efficacy, learning readiness, confirmation (feedback) as elements of the 'reawakening of learning immersion' stage, voluntary motivation and success experiences as elements of the 'empowerment' stage, and various math learning strategies to perform each element presented. The math learning coaching model can be used to help math teachers motivate students to learn and help students solve their own problems.

• The Mathematical Education
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• v.53 no.2
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• pp.263-274
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• 2014

The purposes of the study are to investigate the effects on academic achievement and satisfaction of the reciprocal peer tutoring in university calculus. First, we classified the test group and the control group and then applied the reciprocal peer tutoring to the test group. According to results, the reciprocal peer tutoring is very effective in improving academic achievement. Second, the pre-survey and the post-survey were conducted to the test group. The survey contains five categories including 1) background of the participants, 2) learning objectives and expectation, 3) the intention of the continual learning Mathematics, 4) the individual self-efficacy, and 5) general Mathematics learning satisfaction. We found some facts from the difference between the pre and post surveys. The learning satisfaction has improved after the reciprocal peer tutoring in the test group. Even though this trend has not changed regardless of sex, high school levels and teaching understanding.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.693-701
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• 2014

Based on social cognitive theory, self-efficacy in the context of learning has been steadily emphasized as an indicator of students' motivation and performance. The premise for developing such an instrument was that a specific measure of Physics self-efficacy was deemed to be an important predictor of the change processes necessary to improve students' physics understanding. In this study we described the process of developing and validating an instrument to measure students' beliefs in their abilities to perform essential tasks in physics and then investigated high school students' self-efficacy about physics learning and performance. Validity and reliability of PSEI were tested using various statistical techniques including the Cronbach alpha coefficient, exploratory factor analysis. The result of factor analysis supported the contention that the Physics Self-Efficacy Inventory (PSEI) was a multidimensional construct consisting of at least four dimensions: understanding and application of Physics concepts, achievement motivation, confidence for physics laboratory, confidence for Mathematics. The result showed that Kroean high schools students have low Physics self-efficacy for the all four dimensions. Therefore, researchers should focus on development of students' Physics self-efficacy. In addition, the instrument may lead to further understanding of student behavior, which in turn can facilitate the development of strategies that may increase students' aspiration to understand and study Physics. More specifically, by using the PSEI as a pre- and post-test indicator, instructors can gain insight into whether students' confidence levels increase as they engage in learning Physics, and, in addition, what type of teaching strategies are most effective in building deeper understanding of Physics concepts.where they freely exchanged opinions and feedback for constructing better collective ideas.