• Research in Mathematical Education
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• v.18 no.3
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• pp.187-208
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• 2014

This study engages in the features of interaction in elementary school mathematics lessons as reflected in the class discourse. 28 pre-service teachers documented the discourse during observation of their tutor-teachers' lessons. Mapping the interaction patterns was performed by a unique graphic model developed for that purpose and enabled providing a spatial picture of the discourse conducted in the lesson. The research findings present the known discourse pattern "initiation-response-evaluation / feedback" (IRE/F) which is recurrent in all the lessons and the teacher's exclusive control over the class discourse patterns. Hence, the remaining time of the lesson for the pupils' discourse is short and meaningless.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.107-126
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• 2021

Lexicon is closely related to human thinking. In particular, a classroom lexicon results from objectifying the teaching-learning activity in classrooms, allowing humans to recognize and explore the activities and phenomena in classrooms explicitly. Therefore, using the lexicon and clarifying what the words mean is to enhance the understanding of teaching activities. The International Classroom Lexicon Project investigates and identifies each country's mathematics classroom lexicon, where ten countries participated. The purpose of this current study is to compare the differences in perceptions between teachers and pre-service teachers about the Korean classroom lexicon previously investigated as a part of the international collaborative project. By comparing the responses of 147 teachers and 127 pre-service teachers, the degree of familiarity with pedagogical terms and the frequency of occurrence or usage in classrooms were compared and analyzed to understand the recognition of pre-service teachers' pedagogical terms. Finally, we also discuss reflections on Korean mathematics teaching practices in Korea.

• School Mathematics
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• v.7 no.3
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• pp.237-252
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• 2005

This study aims to present a model of mathematics classroom for gifted students by applying the social constructivism. An important function of good materials is promoting students' conjectures and discussions actively, and the model is appropriate to these kinds of materials. This model includes four stages, i. e. forming the subjective knowledge, objectifying, forming the objective knowledge, individual re-forming. And the four stages form a cycle working continuously on more progressive materials. This study presents an example of the classroom for fifteen students of grade 6 on the properties of multiples. Students performed so active investigations, and structured the con-tents learned effectively.

• 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.

• Korean Journal of Mathematics
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• v.23 no.1
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• pp.93-114
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• 2015

The "flipped" or "inverted" classroom, in which students study lecture-type material at home and do their "homework" in the classroom, has been the subject of research, particularly in the area of student achievement. Yet Bishop and Verleger (2013) state the need for an underlying theory to the practice. The purpose of this paper is to explore "multidimensional teaching," the authors' extension of the two-dimensional "flipped" classroom concept in light of Cambourne's (1995) Conditions for Learning. One author's math class for pre-service teachers was taught in two styles, a more traditional lecture format and in the \inverted" format. Students in the "flipped" format achieved at a higher level. Moreover, students' open-ended comments reveal that Cambourne's Conditions for Learning were implicit to the teaching practice. The authors suggest that practitioners of this style of teaching should deliberately develop student-centered practices, such as those mentioned by Cambourne, in order to retain the power that this teaching style currently has.

• Research in Mathematical Education
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• v.9 no.1 s.21
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• pp.47-58
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• 2005

Although student-centered teaching practices have been advocated in mathematics education reform, implementing them at the classroom level remains challenging. This exploratory case study examined two unevenly successful student-centered approaches to see how teachers understand and characterize reform, and to articulate issues in implementing reform ideas. The comparison and contrast between the classrooms showed similar classroom social norms but dramatically different mathematical practices. This affords the possibility of exploring the challenges of reform for teachers and other personnel who are attempting to move teaching practices towards the student-centered ideals.

• Research in Mathematical Education
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• v.26 no.1
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• pp.39-43
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• 2023

Choosing to See: A Framework for Equity in the Math Classroom is a book intended to be a practical tool for teachers to build empowering mathematics classrooms for their students from marginalized groups. Pamela Seda and Kyndall Brown provide concrete guidance using seven key principles, the ICUCARE (pronounced "I See You Care") Equity Framework, to provide a pathway for teachers for how to meaningfully make their classrooms a more equitable space for all students.

• School Mathematics
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• v.4 no.4
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• pp.657-675
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• 2002

This paper is to make strides toward an enriched understanding of the difficulties and issues raised by applying the 7th mathematics curriculum to elementary school classrooms. A general overview of the curriculum is presented in line with teaching and learning methods emphasized in the curriculum. Four classroom episodes are presented in brief in order to diagnose the problems in situating the curriculum in elementary mathematics classrooms. These episodes deal with lessons emphasizing activity rather than its associated concepts or principles, overusing multimedia data, pursuing play rather than its associated thinking, and distributing various individual worksheets in the name of differentiated instructional methods. In addition to the episodes, interview data with elementary school teachers also are presented as needed. This paper discusses two aspects of activating the curriculum into elementary mathematics classrooms. One deals with the issues of the curriculum and textbooks themselves, and the other covers those of research trends on mathematics education and teaching practices. This paper finally emphasizes a collaborative working relation among classroom teachers, mathematics educators, and policy makers with their own places and roles.

• Education of Primary School Mathematics
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• v.4 no.1
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• pp.19-29
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• 2000

This paper is trying to answer the following two questions： "How does it likely to happen that the same content of mathematics is quite differently taught by classroom teachers\ulcorner" and "What would cause these differences in the teaching and learning of mathematics\ulcorner" According to scholars, teachers' beliefs about mathematics and the teaching and learning of mathematics should be first considered when the educational phenomena taking place in classroom are analyzed and interpreted. In this paper, through discussing the directions of reform movements of mathematics education, the definitions and characteristics of teachers' beliefs, and reviewing the previous research on teachers' beliefs, suggestions for the research on mathematics teachers' beliefs are presented.liefs are presented.

• Education of Primary School Mathematics
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• v.4 no.2
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• pp.111-125
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• 2000

This paper presents cross-national perspectives on challenges in implementing current mathematics education reform ideals. This paper includes detailed qualitative descriptions of mathematics instruction from unevenly successful second-grade classrooms both in Koran and in the U. S with regared to reform recommendations. Despits dramatic differences in mathematics achivement between Korean and the U.S student. problems in both countries with regard to mathematics education are perceived to be very similar. The shared problems have a common origin in teacher-centered instruction. Educational leaders in both countries have persistently attempted to change the teacher-centered pedagogy to a student-centered approach. Many teachers report familiarity with and adherence to reform ideas, but their actual classroom teaching practices do not reflect the full implications of the reform ideals. Given the challenges in implementing reform, this study explored the breakdown that may occur between teachers adoption of reform objectives and their successful incorporation of reform ideals by comparing and contrasting two reform-oriented classrooms in both countries. This comparison and contrast provided a unique opportunity to reflect on possible subtle but crucial issues with regard to reform implementation. Thus, this study departed from past international comparisons in which the common objective has been to compare general social norma of typical mathematics classes across countries. This study was and exploratory, qualitative, comparative case study using grounded theory methodology based on constant comparative analysis for which the primary data sources were classroom video recordings and transcripts. The Korean portion of this study was conducted by the team of four researchers, including the author. The U.S portion of this study and a brief joint analysis were conducted by the author. This study compared and contrasted the classroom general social norms and sociomathematical norms of two Korean and two U.S second-grade teachers who aspired to implement reform. The two classrooms in each country were chosen because of their unequal success in activating the reform recommendation. Four mathematics lessons were videotaped from Korean classes, whereas fourteen lessons were videotaped from the U.S. classes. Intensive interviews were conducted with each teacher. The two classes within each country established similar participation patterns but very different sociomathematical norms. In both classes open-ended questioning, collaborative group work, and students own problem solving constituted the primary modes of classroom participation. However in one class mathematical significance was constituted as using standard algorithm with accuracy, whereas the other established a focus on providing reasonable and convincing arguments. Given these different mathematical foci, the students in the latter class had more opportunities to develop conceptual understanding than their counterparts. The similarities and differences to between the two teaching practices within each country clearly show that students learning opportunities do not arise social norms of a classroom community. Instead, they are closely related to its sociomathematical norms. Thus this study suggests that reform efforts highlight the importance of sociomathematical norms that established in the classroom microculture. This study also provides a more caution for the Korean reform movement than for its U.S. counterpart.