• 한국수학교육학회지시리즈D:수학교육연구
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• 제1권1호
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• pp.1-5
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• 1997

We discuss some aspects of mathematics for teachers such as algebra for teachers, geometry for teachers, statistics for teachers, etc., which can be taught in teacher preparation courses. Mathematics for teachers should consider the followings: (a) Various solutions for a problem, (b) The dynamics of a problem introduced by change of condition, (c) Relationship of mathematics to real life, (d) Mathematics history and historical issues, (e) The difference between pure mathematics and pedagogical mathematics, (f) Understanding of the theoretical backgrounds, and (g) Understanding advanced mathematics.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제11권4호
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• pp.221-234
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• 2007

A comparison of mathematics teachers' personal beliefs between in- and pre-service teachers for Chinese secondary schools (grades 7-12) about mathematics theories, teaching and learning has been studied. In-service teachers' beliefs are close to constructivist's aspect and pre-service teachers' beliefs are close to absolutist's views. Based on the results, we give some suggestions to both teacher education and in-service teachers' training.

• 한국콘텐츠학회논문지
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• 제16권10호
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• pp.364-372
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• 2016

본 연구는 예비수학교사들의 수학과 디지털교과서에 대한 인식을 알아보는데 그 목적이 있다. 이를 위해 충청북도 소재한 H대학교의 수학교육과에 재학 중인 52명의 예비수학교사에게 설문조사를 실시하여 분석하였으며 연구 결과는 다음과 같다. 예비수학교사들은 수학과 디지털교과서의 효과에 긍정적으로 인식하였으며, 상호작용에 대해서도 보통으로 인식하였다. 예비수학교사들은 수학과 디지털교과서의 흥미 요인에 대해 긍정적으로 인식하였으며, 디지털교과서가 학생건강에 미치는 영향에 대해 보통으로 인식하였다. 예비수학교사들은 디지털교과서가 수업운영에 미치는 영향에 대해서도 보통으로 인식하였다. 일부 예비수학교사들은 함수 영역과 기하 영역에서 디지털교과서가 필요함을 강조하였으며, 일부 예비수학교사들은 서책형 교과서가 더 적합하다고 하였다. 본 연구는 향후 사범대학에서 디지털교과서를 활용에 대한 예비교사 교육프로그램을 개발하고 활용하기 위한 기초연구로서 그 의의가 있다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제19권2호
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• pp.141-153
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• 2015

This paper compares and contrasts the perspectives of effective mathematics teaching by 135 elementary school teachers, 132 middle school teachers, and 124 high school teachers using a questionnaire in South Korea. All groups of teachers chose in common the teaching and learning strand as the most important for effective mathematics instruction. However, elementary school teachers placed greater importance on the curriculum and content strand than their counterparts did. Elementary school teachers tended to agree more upon the 48 items related to good mathematics teaching than their counterparts did. The similarities and differences among the groups of teachers are expected to provoke discussion of what constitutes high-quality mathematics instruction and how such perspectives may be situated in the socio-cultural context.

• 한국수학교육학회지시리즈A:수학교육
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• 제52권2호
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• pp.175-190
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• 2013

The purpose of this article is to suggest using portfolio for professional development of secondary pre-service mathematics teachers based on actual application case. To achieve this goal, 28 pre-service mathematics teachers developed their own portfolios in the regular study course for one semester under the pre-planned components of portfolio. Then they participated in the survey of their beliefs in mathematics and mathematics education and in the structured interview for drawing implications of using a pre-service mathematics teacher portfolio. According to the collected data, developing a pre-service mathematics teacher portfolio made a significant difference in beliefs of mathematics teachers' roles and showed the potential to improve the professional development of pre-service mathematics teachers as well as their learning. Continued investigation for more effective components of a pre-service mathematics teacher portfolio would be needed.

• East Asian mathematical journal
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• 제39권4호
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• pp.377-392
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• 2023

The purpose of this research was to investigate mathematics teachers' beliefs regarding the implementation of STEM approaches in secondary school mathematics classes and to identify the factors influencing their beliefs. A survey on teachers' beliefs about applying STEM in mathematics classes was developed and distributed online to mathematics teachers from middle and high schools in two metropolitan areas. Eighty-two surveys were returned from the teachers. Factor analysis revealed that the items were distributed among five main aspects. The findings indicated that most teachers believed in the necessity of implementing STEM education. However, some teachers expressed concerns about the effectiveness of implementation due to the lack of materials, resources, and equipment needed for STEM implementation.

• 대한수학교육학회지:학교수학
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• 제17권4호
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• pp.593-611
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• 2015

본 연구에서는 초등학교 교사의 수학 교수와 관련한 신념체계를 분석하였다. 설문조사의 통계 분석 결과, 본 연구에서는 초등학교 교사들의 수학 교수와 관련한 신념 체계 중 특정한 요소가 우세하게 나타난다는 점을 발견하였다. 또한, 초등학교 교사들의 성별과 학위에 따라 영향을 받는 신념 체계 요소가 있음을 발견하였다. 본 연구의 결론에서는 초등학생들에게 수학적 개념을 이해시키는 방법, 학생들의 수학적 오개념을 교정하는 방법, 학생들이 수학 수업에 참여하도록 유도하는 방법, 학생들의 수학적 사고를 촉진시키는 방법과 관련한 교사들의 신념과 관련한 대표적인 모델을 제시한다.

• 대한수학교육학회지:수학교육학연구
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• 제9권2호
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• pp.405-418
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• 1999

In this paper, we tried to establish the concept of 'Mathematics for Elementary Teachers(MET)'. There are 4 kinds of Mathematics for Teachers(MT). MET is one of tried to establish the concept in contradistinction to school mathematics(SM), mathematics, and Teaching Materials(TM). We suggested the outline of MET by suggesting the parts to which SM, MTs. The concept of MET is established variously according to various views. Here, we mathematics, and TM can not approach.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권4호
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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.

• 한국수학교육학회지시리즈A:수학교육
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• 제56권4호
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• pp.407-434
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• 2017

The purpose of this study is to develop and verify the TPACK measurement tool for middle and high school mathematics teachers in the Korean context. Also, by clarifying the relationship between subordinate factors of Mathematics teachers' TPACK, an attempt was made to provide suggestions on the designs and directions for the in-service and pre-service teacher education and the programs for improving mathematics teachers' TPACK in the future. In order to achieve this goal, TPACK factors of mathematics teachers were extracted by reviewing literature on PCK, MKT, and TPACK. Then, content validity, basic statistical survey, reliability verification, exploratory factor analysis, confirmatory factor analysis, and structural equation model verification were conducted sequentially. At first, preliminary analysis was carried out on 79 mathematics teachers, and 76 items excluding the items with extreme value and reliability were included in the basic statistical analysis. And secondly, an exploratory factor analysis was conducted on 376 mathematics teachers, and this instrument consisted of 7 subordinate factors(CK, PK, TK, PCK, TCK, TPK, TPACK) and 61 items. Also by conducting confirmatory factor analysis and structural equation model test with 254 mathematics teachers, the measurement tool was confirmed the validity and reliability through statistically significant analysis. Then, the importance of integrated knowledge was confirmed by looking at the relationship between the TPACK factors of in-service mathematics teachers. The integrated knowledge(PCK, TCK, TPK) has played a crucial role in the formation of TPACK rather than the knowledge of CK, PK, and TK alone. Finally, the validity of TCK was confirmed through the structural equation modeling of TPACK. TCK not only directly affected TPACK, but also indirectly through TPK. According to these affirmative results, this measurement tool is claimed to be suitable for measuring the factors of Mathematics teachers' TPACK, and also the structural equation model can be regarded as a suitable model for analyzing the structural relationship of mathematics teachers' TPACK.