• Research in Mathematical Education
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• v.7 no.4
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• pp.235-246
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• 2003

To develop the content and form of the teacher education program for mathematical excellence, we reviewed several teacher education programs. CGI is an excellent model for teacher education program for mathematical excellence. We developed the 12 teacher education programs based on mathematical tasks developed for the gifted children and have applied them to teacher education. It is not so difficult to develop more programs, because we have made a lot of tasks for the gifted in mathematics for 8 years. Wooden Die for Drinking Game which is one of 12 programs is introduced in this article.

• East Asian mathematical journal
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• v.34 no.4
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• pp.463-486
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• 2018

This study identifies elements involved in designing rehearsals for improving preservice teachers' capacity to teach mathematics. Observation of a secondary mathematics methods course and regular interviews with the teacher educator following each class were used in this research. After characterizing what is considered and enacted in rehearsals as a way to help preservice teachers practice the work of teaching mathematics, I illustrate them with examples from the observations and interviews. I then discuss the challenge of dual contexts-the teacher education classroom and the secondary mathematics classroom-and dual perspectives-the mathematical and pedagogical-in designing and enacting rehearsals. I conclude with implications for mathematics teacher education.

• The Mathematical Education
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• v.49 no.3
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• pp.287-298
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• 2010

The purpose of teacher education can be accepted in various meanings but it is not too much to say that the ultimate purpose is focused on training teachers to teach instruction in school effectively. The purpose of this article consists in giving some suggestive points to the primary teacher education of our country by introducing education system, teacher education programs, real cases of teacher education in new zealand to the readers. To do this, I took part in four classes and observed the ones, interviewed some students and collected the materials of products of activity during one year and also videotaped for analysis in the case of needed and so we have reached the following conclusions. First, we have found that the teacher education program, practicum, management of class and assessment system of new zealand college of education are quite different with our primary teacher education systems and also various courses are established. Second, the teacher education in new zealand is focused on how they compose the environment of learning related to the context of one. Third, we have to think seriously how we can teach our students interestingly in our classroom. Finally, the global trend of instruction in new zealand teacher education is oriented to learner and so I felt that daily class itself is the one to cultivate creativity of learner.

• The Mathematical Education
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• v.51 no.2
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• pp.145-160
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• 2012

Prospective teachers need to have an opportunity to critically examine their initial perception with regard to effective mathematics instruction during the teacher education period. This study analyzed the perception in relation to good mathematics instruction by a total of 265 prospective teachers from four institutes for elementary teacher education using a survey. The results of this study showed that the pre-service teachers regarded learner, teaching and learning method, selection of content, and construction of curriculum as important for high-quality mathematics instruction. However, they revealed relatively low levels of agreement against the importance of instructional materials, classroom environment and atmosphere, and assessment. On the basis of teachers' perception on each element of effective mathematics instruction, this paper raises issues for discussion and includes some implications for teacher education.

• School Mathematics
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• v.16 no.4
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• pp.745-761
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• 2014

This study investigated mathematics teachers' views on education, teacher efficacy, and the relationship of teacher efficacy and Confucian Heritage Culture's views on education. In particular, the differences on the basis of teachers' teaching experience and academic level were examined. We identified teachers' views on education by investigating their views on the purpose of education and examining whether they support the perspectives of teaching and learning in Confucian Heritage Culture. The questionnaire was answered by a total of 572 elementary teachers and secondary mathematics teachers. The results of this survey revealed that mathematics teachers have both Confucian Heritage Culture's view and Western view on education and quiet strong teacher efficacy. The views on education differed by academic levels, but there were no differences in teaching experiences. The teacher efficacy was differed by both academic levels and teaching experiences. The correlation between teacher efficacy and Confucian Heritage Culture's view on education was low. Findings were discussed with regard to their implications for both Korean mathematics education and mathematics teachers' teaching practice.

• Research in Mathematical Education
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• v.26 no.1
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• pp.31-38
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• 2023

Mathematics educators have emphasized the importance of language use in mathematics education. However, previous studies have predominantly focused on the spoken language used in mathematics classrooms, which provides limited information on the written language used by mathematics teachers. The written language reflects the characteristics of the teacher community and social, cultural, and political contexts. Moreover, the written language affects teachers' instructional practices and their students' mathematics learning experiences. Therefore, this study aims to review a study conducted by Lee and Kim (2022) investigating changes in mathematics teachers' pedagogical lexicons.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.599-615
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• 2015

Teachers' philosophies have not been emphasized enough in the current teacher education curriculum even though teacher's philosophy palys a critical role in schools and classrooms. The examination on pre-service teachers' teaching philosophies is necessary to improve teacher education curriculum so that teaching philosophies are often discussed in the courses of 'pedagogical content knowledge' as well as 'general education.' Therefore, the current study investigated 44 pre-service teachers' teaching philosophies, their sub domains, and relationships among the sub domains. The previous studies regarding mathematics teacher's teaching philosophy were more about 'teacher's belief' and employed deductive inference approach using surveys or questionnaires. These studies commonly pointed out that there were three major domains of 'belief on mathematics itself,' 'belief on teaching mathematics,' and 'belief on learning mathematics.' As these three domains of teacher's philosophy has been strengthened, there were very few studies examining the other potential domains of teacher's teaching philosophy. According to the findings of the present study, which employed inductive inference approach and pre-service teachers' free essay writing assignment, 'belief on teacher's role in mathematics classroom,' 'belief on the purpose of mathematics education,' and 'motivation to be a mathematics teacher' were additionally illuminated as sub domains of teacher's teaching philosophy. Moreover, the interrelationship among the sub-areas of teacher's teaching philosophy was disclosed. Specifically, 'belief on the purpose of mathematics education' and 'motivation to be a mathematics teacher' influenced the other sub domains. This implies that the relationships among the sub domains of teacher's teaching philosophy were more likely to be causal and vertical relationships rather than independent and parallel relationships. Finally, the findings from the current study provide implications indicating how pre-service teachers' teaching philosophies might be established in mathematics education courses for future research and education.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.265-286
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• 2006

Given that less attention has been paid to teachers than students in mathematics education, this study attempted to provide theoretical foundations to understand better mathematics teacher learning and teaching practice in transition. First, this paper summarized three conceptions of teacher learning on the basis of the relationships of knowledge and practice followed by several implications to mathematics teacher education. Second, this paper provided a brief overview of cognition as situated, social, and distributed. This paper then explored new implications and issues about mathematics teacher learning that the overview brought to light. It is expected for teacher educators and researchers to participate in rich discussion of many implicit issues about teacher learning that this paper begins to raise.

• Research in Mathematical Education
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• v.18 no.4
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• pp.257-272
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• 2014

This paper examines and presents descriptions of 12 prospective primary teachers' views on the nature of mathematics in USA. All the participants were elementary teacher candidates enrolled in the same mathematics method courses. Interview data show that the prospective primary teachers possess two kinds of views on the nature of mathematics: primarily traditional and even mix of traditional and nontraditional beliefs in terms of Raymond's (1997) belief criteria. Implications for teacher education were discussed at the end of the paper.

• Research in Mathematical Education
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• v.8 no.2
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• pp.59-67
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• 2004

In this paper, I would like to introduce some ideas and problems in mathematics teachers' education. The aims and content of teachers' professional education are discussed with an oriental perspective. What are mathematics teachers' needs in their professional development\ulcorner What contradictions do they meet in mathematics instruction\ulcorner The problems are described with the result of my survey.