• Education of Primary School Mathematics
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• v.22 no.1
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• pp.49-64
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• 2019

The purpose of the study was to examine the current status of prospective elementary school teachers' mathematical beliefs. 339 future elementary school teachers majoring in mathematics education from 4 universities participated in the study. The questionnaire used in the TEDS-M(Tatto et al., 2008) was translated into Korean for the purpose of the study. The researchers analyzed the pre-service elementary teachers' beliefs about the nature of mathematics and about mathematics learning. Also, the results of the survey was analyzed by various aspects. To determine differences between the groups, one-way analysis of variance was used. To check the relationship between beliefs about the nature of mathematics and about the mathematics learning, correlation analysis was used. The results of the study revealed that the pre-service elementary teachers tends to believe that the nature of mathematics as 'process of inquiry' rather than 'rules and procedures' which is a view that mathematics as ready-made knowledge. In addition, the pre-service elementary teachers tend to consider 'active learning' as desirable aspects in mathematics teaching-learning practice, while 'teacher's direction' was not. We found that there were statistically significant correlation between 'process of inquiry' and 'active learning' and between 'rules and procedures' and 'teacher direction'. On the basis of these results, more extensive and multifaced research on mathematical beliefs should be needed to design curriculum and plan lessons for future teachers.

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.583-600
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• 2013

In this paper, we study the recognition and fallacy of would-be in-service teachers about numbers with irrational exponent. We chose 51 secondary school teachers who are teaching mathematics in K metropolitan city and investigate their recognition and fallacy about the cases of irrational exponents of a positive rational and irrational exponents of a positive irrational number at the expansion of exponential law. We found following facts. First, in-service teacher's a percentage of correct answers differ depending on the type of numbers with irrational exponent. Second, in-service teachers decide their answer depending on intuition rather than logic. Third, in-service teachers decide their answer depending on exponential rather than base.

• School Mathematics
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• v.14 no.2
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• pp.255-274
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• 2012

The purpose of this study was to investigate the responses of pre-service elementary school teachers to the task that require to apply mathematics knowledge for teaching and from this investigation to draw some conclusions about teacher education. To do the study, task was to develop teaching materials and devise lesson plan for introducing the concept of plain figure 'kite'. For gathering data, 77 pre-service elementary school teachers were selected from the University of Education located in G city. Several conclusions were drawn as follow: first, task for applying MKT is needed to check whether pre-service teachers can apply. Second, assessment is needed to check what kind of MKT do pre-service elementary school teachers have.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.265-287
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• 2013

The purpose of this study was to analyze the trends of domestic research on teacher knowledge in mathematics in terms of its conceptualizations of teacher knowledge, topics, methods, subjects, and content domains. For this purpose, the papers published in 9 professional journals during the recent 14 years (1999-2012) were analyzed by 5 criteria. The results of this study showed that the concept of PCK was the most frequent, whereas its subcategories appeared in different forms. The most frequent research topic was survey of teacher knowledge. The qualitative research methodology was more frequently used than the quantitative methodology, whereas mixed one was hardly used. The subjects for research included a little more elementary school teachers than secondary counterparts, but did similarly both pre-service and in-service teachers. Whereas both the research on number and operations in elementary mathematics education and the research on function in secondary were active, the rest of content domains were not. On the basis of these results, this paper provides several implications for future research direction in teacher knowledge in mathematics.

• Research in Mathematical Education
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• v.25 no.4
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• pp.245-266
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• 2022

This study examines how teaching metacognitive strategies to students in a sixth-grade mathematics class affects their metacognitive awareness. Participants were 36 sixth-grade students in a middle school affiliated with the Ministry of National Education of Turkey in the 2020-2021 academic year. The students in the experimental group (n = 18) were taught a total of 40 mathematics lessons for eight weeks to improve their metacognitive awareness. The students in the control group (n=18) were taught mathematics in line with the regular mathematics curriculum. Using the Jr. Metacognitive Awareness Inventory, participants in both groups took a pre-test at the beginning and a post-test at the end of the study. To better interpret the data obtained, various statistical tests were performed. The pre-test and post-test averages of the groups were compared using the t-test for the normally distributed data for dependent and independent groups. The pre-test results showed no significant difference between the metacognitive awareness scores of the experimental and control groups (p>0.05). The comparison of post-test averages showed that students' metacognitive awareness differed significantly in favor of the experimental group (p<0.05). According to this, it was concluded that metacognitive strategy teaching in mathematics courses positively affected students' metacognitive awareness levels.

• School Mathematics
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• v.18 no.3
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• pp.691-709
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• 2016

Understanding the belief of mathematics pre-service teachers is essential in conducting and designing the effective teacher education program. This study analyzed the mathematical belief of the elementary school pre-service teachers. The results of the study are as follows. First, persistence factor, which is the belief about solving mathematical problems, following teacher direction factor, which is the belief about mathematical studies, activity involvement factor, and interest factor, which is the belief about self-concept, showed much connection with other mathematical belief factors. Second, the stereotype factor, which is the belief about mathematics, are affecting the following teacher direction factor. The process factor, which is the belief about solving mathematical problems, are affecting the activity involvement factor. Third, as for the comparison of the mathematical beliefs according to grades, only the stereotype and usefulness factors, which are the beliefs about mathematics, and the benefit factor, which is the belief about self-concept, had statistically significant differences. Fourth, as for the comparison of the mathematical beliefs according to majors, all the mathematical beliefs except for the confidence factor and benefit factor, which is the belief about self-concept, had significant differences. Based on the results of this study, we need to establish the mathematical beliefs that the elementary school pre-service teachers should have, and prepare various measures such as education program for pre-service teachers and instruction-learning methods.

• The Mathematical Education
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• v.48 no.1
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• pp.61-80
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• 2009

The purpose of this study was to develop case-based pedagogy in mathematics for elementary school teachers and to investigate how they participate in the course employing case-based pedagogy. The 13 cases were developed and employed in pre-service teacher education. As such, the cases covered all content areas across grades, and included detailed description of mathematics instruction, questions for discussion, theoretical review related to each case, focus analysis and additional analysis, etc. This paper describes in what ways the participant teachers discussed cases, how case-based pedagogy had an influence on the teachers' own instruction during the practicum period, and how they assessed case-based pedagogy. This paper provides issues and suggestions for the professional development of mathematics teachers on the basis of empirical background.

• Journal of the Korean School Mathematics Society
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• v.25 no.2
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• pp.195-224
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• 2022

In this study, pre-service mathematics teachers cultivated technology content teaching knowledge (TPACK) in the regular curriculum of the College of Education. The course was designed to enhance pre-service teachers' mathematical communication skills by using an application, which is a mobile mathematics learning content for the development of group creativity of high school students. The educational program to improve mathematics teaching expertise using the application for group creativity expression consists of pre-education, goal setting, planning, teaching at school, and evaluation. In this process, pre-service teachers evaluated technology tools. They also wrote a task dialogue, lesson play, reflective journal, and lesson plan to guide high school students to develop group creativity in both app activities. As a result of the educational program, pre-service mathematics teachers cultivated TPACK and enhanced their mathematical communication skills with high school students to develop group creativity.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.625-647
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• 2015

How a pre-service teacher understands and comments on mathematics instruction can serve as the foundation of her teaching expertise. Given that prospective teachers observe demonstrative mathematics teaching implemented by an in-service teacher and make a comment on it during their practicum period, this paper specified the levels of their ability in commenting on mathematics instruction and explored the characteristics of such levels. It is significant that this paper provides a systematic and comprehensive analysis of such levels in terms of topic, agent, stance, evidence, and alternative perspective. The results of this study showed that the commenting levels may be classified by Level 1 (fragmentary), Level 2 (inspective), and Level 3 (analytical), and that the most frequent level of this study was at Level 2. Multiple regression analysis demonstrated that stance is the most influential in determining the levels of comments among their analytic components. An analysis of the participants' anecdotes showed that the experience of observing demonstrative teaching during the practicum may have impact on the belief of mathematics instruction and self-image as a teacher. Building on these results, this paper provides implications of teacher preparation programs to enhance prospective teachers' ability to analyze elementary mathematics lessons.

• 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.