• East Asian mathematical journal
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• v.29 no.2
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• pp.169-187
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• 2013

The purpose of this study is to analyze whether mathematics education course can improve secondary pre-service math teacher' belief and correlation on pre-service math teacher' belief and mathematics education achievement. In order to achieve this purpose, the test was conducted to the subject of 34 pre-service secondary math teachers of the grade 2 and grade 4 who were chosen from H university in D city and we analyzed the results. Findings on this study are as follows. First, there was meaningful difference in the pre-service math teacher' belief with significant level of 0.05. This proved that mathematics education course was effective on improving pre-service math teacher' belief. Second, there was not meaningful correlation in the pre-service math teacher' belief and mathematics education achievement.

• Journal of the Korean School Mathematics Society
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• v.19 no.4
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• pp.395-415
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• 2016

In this paper, we study the recognition of in-service teachers and pre-service teachers about the concepts of liner equations and liner functions. We chose 49 in-service teachers at secondary schools in G city and 29 pre-service teachers in M university and investigate their recognition about the concepts of liner equations and liner functions. We found following facts. First, in-service teachers and pre-service teachers tend to recognize a linear equation as an equation in one known rather than an equation in two unknowns. Second, in-service teachers and pre-service teachers tend to recognize a linear function as an explicit function rather than an implicit function. Finally, the difference between in-service teachers' recognition and pre-service teachers' recognition is not statistically significant.

• Journal of the Korean School Mathematics Society
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• v.18 no.4
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• pp.449-470
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• 2015

The purpose of this study was to explore the feasibility of Flipped Learning teaching and learning methods in pre-math teachers' education through investigation of pre-math teachers' awareness about the method. To achieve the goal, we implemented Flipped Learning model that was composed of three steps in mathematics education class of 30 pre-math teachers and then we investigated their awareness about the model and process. Pre-math teachers' awareness were positive about the model and process of Flipped Learning, but some matters were suggested about learning environment. The results of this study showed the feasibility of Flipped Learning in pre-math teachers' education.

• The Korean Journal of Community Living Science
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• v.22 no.4
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• pp.519-533
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• 2011

The objective of this study was to follow up changes in knowledge related to the mathematics education field work of preliminary early childhood teachers. The subjects of this research were 28 students who were taking mathematics education courses in early childhood education departments at various universities. This research ran for 15 weeks and was conducted through field work relating to mathematics education. The study collected data from pre-service teachers' knowledge, the diagram of concept, writing journals, interviews, and materials from the internet. Through this procedure, pre-service teachers' knowledge for mathematics education could later be expanded, ordered, and integrated. In addition, pre-service teachers not only understood the importance of contents and levels of lesson plans, but also learned how to utilize educational media to make effective lessons. Furthermore, pre-service teachers realized that the mathematical concepts of students could be expanded depending on the contents and methods of pre-service teachers' lesson plans and students could then apply these concepts into daily situations.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.269-284
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• 2013

The aim of this paper is to explore and understand, using in-depth interviews, the participant's motivation for becoming a math teacher, ways of dealing with university math knowledge and private tutoring experiences. In addition a larger aim is to understand how the individual's interest in mathematics and turing are linked to his/her larger personal tendencies contrasting secondary and university math learning. In-depth interviews were conducted with 6 pre-service teachers' subjective experiences focusing on motivation and feelings on mathematical knowledge and private tutoring. The output of this research consists of 3 cases, highlighting and conceptually developing the specific aspects under study; different ways in which individuals' involvement with the math learning and tutoring that might be connected with the ways of becoming teachers. Larger aspects of pre-service teachers' subjective experiences were sketched by contrasting the inner aspects of the individuals. Several suggestions were presented at the end with the possible research directions for math education.

• East Asian mathematical journal
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• v.39 no.2
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• pp.93-117
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• 2023

The aim of this study is to explore the pre-service math teachers' characteristics of education to develop their AI literacy and SW competency, and to derive some implications. We conducted a 14-hours AI and SW education program for pre-service teachers with theory and practice, and an analysis on class observation data, video frames of classes and interview, Python programming assignments and papers. The results of this case study for 3 pre-service teachers are as follows. First, two students understood artificial neural network and deep learning system accurately, furthermore, all students conducted a couple of explorations related with performance improvement of deep learning system with interest. Second, coding and exploration activities using Python improved students' computational thinking as well as SW competency, which help them give convergence education in the future. Third, they responded positively to the necessity of AI literacy and SW competency development, and to applying coding to math class. Lastly, it's necessary to endeavor to give a coding education to the student's eye level according to his or her prerequisite and to ease the burden of student's studying AI technology.

• Education of Primary School Mathematics
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• v.26 no.1
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• pp.65-82
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• 2023

The purpose of this study is to examine how pre-service teachers' digital capabilities and content knowledge for teaching pi appear and are strengthened in the process of developing digital-based teaching and learning materials of pi, and to derive implications for pre-service teacher education. To this end, the researchers analyzed the process of two pre-service teachers developing exploratory activity materials for teaching pi using block coding of AlgeoMath program. Through the analysis results, it was confirmed that AlgeoMath' block coding activities provided an experience of expressing and expanding the digital capabilities of pre-service teachers, an opportunity to deepen the content knowledge of pi, and to recognize the problems and limitations of the digital learning environment. It was also suggested that the development of digital materials using block coding needs to be used to strengthen digital capabilities of pre-service teachers, and that the curriculum knowledge needs to be emphasized as knowledge necessary for the development of digital teaching and learning materials in pre-service teacher education.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.283-299
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• 2013

Mathematics textbooks based on storytelling in elementary schools started to apply a new method of teaching math to the first and second grade students from this year. By surveying the actual responses of both in-service and pre-service teachers, this study aimed to find out critical opinions to assist future math teachers. The survey was conducted among 124 in-service teachers and 112 pre-service teachers, asking what they needed for the understanding of the storytelling theory and for the preparation of actual lessons. After analyzing data, we concluded that in-service teachers have more positive opinion about the efficiency of teaching and learning mathematics based on storytelling, but more negative opinion about the appropriateness of storytelling as a means for teaching and learning mathematics than the pre-service teachers in elementary school. The in-service elementary teachers also want to have well-organized teaching resources for storytelling and development. Through a lot of training, more and more creative ways of applying the storytelling method can be learned and concrete presentations of real lessons need to be shared. Approximately 87% of pre-service teachers believe the storytelling method is a necessity in teaching math.

• Communications of Mathematical Education
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• v.36 no.2
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• pp.287-311
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• 2022

This study was related to the cases in which pre-service elementary teachers designed math lessons tailored to math underachievers with learning trajectories and universal design for learning. Learning trajectories can be a basis to identify students' current state of understanding and development, and make a lesson plan responsively tailored to underachievers' state. And universal design for learning is a framework that removes potential barriers that may exist in math lessons from the time the lessons are planned, and guides the rich learning environment accessible to all learners. In order to provide an experience of designing math lessons considering the characteristics of math underachievers, this study required pre-service elementary teachers to create learning trajectories and make lesson plans with the principles of universal design for learning. The characteristics of the learning trajectories shown in the lesson plans and the results of applying the principles of universal design for learning were analyzed. By discussing the results, implications were derived regarding the necessity of lesson planning for math underachievers and the development of lesson planning competency of pre-service elementary mathematics teachers in teacher education.

• The Mathematical Education
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• v.49 no.2
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• pp.199-221
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• 2010

The purpose of the study were to investigate how secondary pre-service teachers conceptualize arithmetic mean and how their conceptualization was formed for solving the problems involving arithmetic mean. As a result, pre-service teachers' conceptualization of arithmetic mean was categorized into conceptualization by "mathematical knowledge(mathematical procedural knowledge, mathematical conceptual knowledge)", "analog knowledge(fair-share, center-of-balance)", and "statistical knowledge". Most pre-service teachers conceptualized the arithmetic mean using mathematical procedural knowledge which involves the rules, algorithm, and procedures of calculating the mean. There were a few pre-service teachers who used analog or statistical knowledge to conceptualize the arithmetic mean, respectively. Finally, we identified the relationship between problem types and conceptualization of arithmetic mean.