• Journal of Educational Research in Mathematics
• /
• v.26 no.3
• /
• pp.355-370
• /
• 2016

This research intends to and understand a prospective teacher, Kim's mathematics lesson in the perspective of Activity Theory. In this study, Kim's mathematics lesson was explored in the aspects of subject, object, tools, division of labor, community, and rule which are main constituent of Activity Theory and Activity System suggested by $Engestr{\ddot{o}}m$. As the result of study, we discussed the phenomena such as the fluctuation between object and tool, the multi-voicedness between object, rule, outcome and student subject, and the dissonance between division of labor, community and rule were appeared in Kim's mathematics lesson as an activity system.

• Research in Mathematical Education
• /
• v.20 no.1
• /
• pp.39-49
• /
• 2016

The History of Mathematics (HOM) was integrated in teaching the Cartesian Coordinate Plane (CCP) to Grade Seven learners of Moonwalk National High School using Lesson Study. After the lesson was taught, there were three valuable issues emerged: (1) HOM is a Springboard and/or a Medium of Motivation in Teaching CCP; (2) The History of CCP Opened a Wider Perspective about Its Real-life Application in the Modern World (3) Integration of History Developed a Sense of Purpose and an Appreciation of Mathematics Among Learners. Feedbacks solicited from the learners showed that they have understanding of the importance of studying Mathematics after they learned the life and contributions of Rene Descartes to Mathematics. Hence, integration of history plays a vital role in developing positive attitudes among learners towards Math.

• Research in Mathematical Education
• /
• v.16 no.1
• /
• pp.67-77
• /
• 2012

This study aimed to explore teachers' perceived beliefs regarding teaching practice in the context of three-year Professional Development Project (ProDev) implementing lesson study incorporating Open Approach. The data were collected through questionnaire distributing to the teachers in three schools. Qualitative data were collected through participatory observation on teaching practice and interviewing members of lesson study team. The findings revealed that teacher's perceived beliefs regarding teaching practice could be categorized into three categories according to 3 phases of lesson study as the followings: 1) Perceived beliefs related to collaboratively designing research lessons 2) Perceived beliefs related to collaboratively observing their friend teaching the research lesson 3) Perceived beliefs related to collaboratively doing post-discussion or reflection on the activities of the two phases.

• Journal of Educational Research in Mathematics
• /
• v.24 no.4
• /
• pp.499-514
• /
• 2014

In this study, we conducted the survey to 116 SENKs (students who emigrated from North Korea to South Korea) about mathematical attitude and recognition on mathematics learning and mathematics lesson in South Korea. As the results of the study, SENKs' had positive index on mathematical attitude and recognition about mathematics lesson, but negative index on the recognition about their mathematics learning. SENKs' showed the favoring pictures about mathematics lesson and the needed supports for improving their mathematics understanding. Based on the results, we discussed the implications for teaching and learning of SENKs.

• Journal of Elementary Mathematics Education in Korea
• /
• v.21 no.2
• /
• pp.263-289
• /
• 2017

New mathematics textbooks for elementary school students are under development according to the 2015 national revised curriculum. Not only contents but also framework of textbooks may be interesting to the mathematics educators and researchers. Considering the high dependency on textbooks in elementary classrooms, the influence of the framework of textbooks in mathematics learning cannot be overlooked. The unit and lesson frameworks of the textbook are important because they are directly related to the quality of mathematic lessons, especially when teachers make a lesson plan based on the unit and lesson frameworks of the textbook. This study is to analyse the unit and lesson frameworks of elementary school mathematics textbooks and to find out elementary school teachers' preference about its analysed key points. For longitudinal analysis, we selected 3rd-grade mathematics textbooks of 5th, 6th, 7th, the 2007, and the 2009 national revised curriculums. For horizontal analysis, we selected 3rd-grade mathematics textbooks of Korea, Japan, United States and Finland. We compared unit and lesson frameworks of various textbooks, and abstracted key elements of the textbook frameworks, and constructed survey questions. Looking at results from survey questions based on analysed key points, we were able to grasp the teachers' preference for unit and lesson frameworks for mathematics textbook. Based on the results of this study, some implications for the development of framework for new mathematics textbooks are suggested.

• Journal of Educational Research in Mathematics
• /
• v.20 no.3
• /
• pp.373-395
• /
• 2010

In this research, I reported the activities of learning community on elementary mathematics which is consist of 1 university researcher 4 elementary teachers. The main activities of learning community are as follows: establishing objectives and contents of learning community, writing the critical essay on elementary mathematics lesson, and reflecting on the activities of learning community. The establishment of objectives and contents of learning community was built through agreement between university researcher and elementary teachers. In addition to, the members of learning community could share the idea and difficulties on elementary mathematics lesson and increase the professional development on elementary mathematics lesson by criticizing the lesson together.

• Education of Primary School Mathematics
• /
• v.19 no.3
• /
• pp.211-222
• /
• 2016

This article examines K-8 pre-service teachers' (PSTs) engagement in lesson plan modification using the eight Mathematics Teaching Practices (MTPs) in Principles to Actions, the most recent landmark publication of framework by National Council of Teachers of Mathematics (NCTM) in the U.S. The activity consisted of four phases that involved the analysis and modification of an existing lesson plan. Fifty-seven PSTs participated in the activity throughout the semester, and data from each phase was analyzed using the inductive content analysis approach. PSTs' initial conceptions of lesson planning reflected little on teaching practices (i.e., the MTPs) with more emphasis placed on the form - rather than function - of lesson elements. With the opportunity to interpret MTPs and analyze lesson plans using MTPs as an analytical lens, PSTs demonstrated various interpretations of MTPs, made efforts to incorporate MTPs into lessons, and attended to the interwoven nature of MTPs. This article also shares the challenges, conflicts, and tensions reported by PSTs during their participation of lesson plan modification; as such, the results from this study will inform the research examining the pedagogical (im)possibilities for utilizing MTPs in mathematics teacher training programs.

• Research in Mathematical Education
• /
• v.27 no.1
• /
• pp.151-156
• /
• 2024

Mathematics Classrooms that Students Love, Grade 1: Numbers and Operations is a book that reviews student-centered educational strategies in mathematics, contrasting the teacher-centered approach. The book included lesson plans, transcriptions, and annotated comments for imperative instructional practices. Drawing from a range of effective instructional practices, it explores how student engagement and enjoyment in mathematics can be fostered through innovative lesson structures, activities, and discussions.

• The Mathematical Education
• /
• v.55 no.2
• /
• pp.171-192
• /
• 2016

As teachers' competency is evaluated based on their teaching performance. pre-service teachers need to have an opportunity to reflect on themselves by systematically analyzing and evaluating their own lesson planning and teaching performance through self-assessment. In this study, we aimed to examine what evaluation criteria for lesson planning and teaching performance pre-service mathematics teachers consider in the process of self-assessment. This study used a mixed-methods research design. To draw the self-evaluation criteria for lesson planning and teaching performance, pre-service self-reported assessments were analyzed using qualitative analyses. In addition, descriptive statistics were used to investigate the pre-service teachers' distribution across the criteria and check the ratio of pre-service mathematics teachers for each element. As a result, it was disclosed that pre-service mathematics teachers considered eight elements in self evaluating their own lesson planning and teaching performance. In addition, we found that pre-service mathematics teachers tended to consider Pedagogical Content Knowledge (PCK) more than Subject-Matter Knowledge (SMK). Moreover, the results of this study provide educational implications for the curriculum in the pre-service teacher's education program.

• Research in Mathematical Education
• /
• v.5 no.2
• /
• pp.119-126
• /
• 2001

In this paper we deal with two questions: 1) How have prospective teachers reflected mathematics curriculum reform in their planning of mathematics lessons\ulcorner 2) To what extent were the pre-service teachers able to be reflective about their planning of mathematics lessons\ulcorner Form analyses of videotapes, field notes, discussions among the college students, we found four features in the prospective teacher\\`s lesson plans and their teaching.