• Title/Summary/Keyword: Preservice Mathematics Teachers

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What Constitutes a Good Mathematics Lesson?: A Narrative Inquiry into Preservice Teachers' Perceptions of Good Mathematics Lessons

  • Han, Jaepil
    • Research in Mathematical Education
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    • v.23 no.3
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    • pp.135-147
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    • 2020
  • What constitutes a good mathematics lesson plan? In their teacher education program, preservice teachers (PSTs) are trained for planning mathematics instruction but often have difficulty in evaluating existing lesson plans and creating their own lesson plans. The purpose of this narrative inquiry is to understand PSTs' experiences of evaluating or designing mathematics lessons that they perceive as being good. The narratives of three PSTs who pursue high school mathematics teaching certification will inform us not only of their perceptions of a good mathematics lesson and lesson plan but also their process of finding the one that exists or creating their own.

The Analysis of Problem Posing Cases of Pre-Service Primary Teacher (초등 예비교사의 수학적 문제제기 사례 분석)

  • Lee, Dong-Hwa
    • School Mathematics
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    • v.19 no.1
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    • pp.1-18
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    • 2017
  • In this study we analyse the features of process of problem posing and explore the development of mathematical knowledge of primary preservice teachers as result of their engagement in problem posing activity. Data was collected through the preservice teachers' class discussions. Analysis of the data shows that preservice teachers developed their ability to understand connections among mathematical concepts.

Mathematics Preservice Teachers' Disposition about Methods of Instruction Which Is Based on Shulman's Pedagogical Reasoning (중등 수학 예비 교사들의 다양한 교수.학습 방법에 대한 성향)

  • Lee, Kwang-Ho
    • Journal of the Korean School Mathematics Society
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    • v.12 no.1
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    • pp.1-25
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    • 2009
  • The purpose of this research is the investigation of mathematics pre service teachers' disposition. Their disposition will be used for preposition of preservice Leacher program for making pre service teachers' participate any program willingly and extend their thinking. For this research, the researcher collected various data from investigation-presentation, report for practice and beauty of mathematics, micro teaching, and peer-evaluation. Preservice teachers had positive attitude for mathematics. They described their feeling, thinking and reflection about various methods of instruction and prefer to have micro teaching. They described that the investigation-presentation was needed to change some. From the results, the teacher preparation program is needed to integrate theory and practice to make preservice teachers gain profound knowledge on pedagogical content knowledge by making them high their interest and sensitivity on mathematics.

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Preservice Elementary Teachers' Questions and Practices in Mathematics Teaching and Reflection (초등 예비교사의 수학 수업 실행과 반성)

  • Kim, Sangmee
    • East Asian mathematical journal
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    • v.39 no.2
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    • pp.251-270
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    • 2023
  • This study examined what questions posed, and for arranging the matters, what decisions made, what practices put into by elementary preservice teachers during his or her enacting and reflecting mathematics teaching. Analysis of the study focused on the mathematics instructions practiced by four participants in practicum for senior students. Their own questions raised by each one in the instructional designs, performances, and reflections were picked out and categorized by five dimensions of mathematics instruction; the nature of classroom tasks, the role of the teacher, the social culture of the classroom, mathematical tools as learning supports, and equity and accessibility. Their instructional decision-makings and action-takings for answering to these questions were analised.

An Analysis of Preservice Teachers' Lesson Plays: How Do Preservice Teachers Give Feedbacks to Students in an Imaginary Classroom Discourse? (예비교사들은 학생의 대답에 어떻게 피드백 하는가? - Lesson Play의 분석 -)

  • Lee, Jihyu
    • School Mathematics
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    • v.19 no.1
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    • pp.19-41
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    • 2017
  • The purpose of this article was to a) identify how preservice teachers conceive feedbacks and subsequent classroom discourses, and b) compare them with those in reform-oriented mathematics classroom video for mathematics teachers' professional development about classroom discourse. This article analyzes feedback patterns and subsequent classroom discourses in preservice teachers' imaginary classroom scripts (lesson plays) and compares them with those in the reform-oriented classroom video dealing with the same teaching situation. Most of the preservice teachers' feedbacks focused the evaluation of students' responses and transmission of meaning (univocal function), whereas the teacher's feedback in the reform-oriented classroom allowed the whole class to validate or challenge the answers, thereby facilitating students' generation of meaning (dialogic function). The comparison analysis between the univocal discourse in a preservice teacher's lesson play and the dialogical discourse in the reform-oriented classroom video shows that teacher feedback serves as an important indicator for the main function of classroom discourse and the levels of students' cognitive participation, and also as a variable that determines and changes them. This case study suggests that to improve the quality of classroom discourse, preservice and in-service teachers need experience of perceiving the variety of feedback patterns available in specific teaching contexts and exploring ways to balance the univocal and dialogical functioning in their feedback move during the teacher training courses.

Making Sense of Drawn Models for Operations of Fractions Involving Mixed Numbers

  • Noh, Jihwa
    • East Asian mathematical journal
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    • v.34 no.2
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    • pp.203-217
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    • 2018
  • This study examined preservice elementary teachers' patterns and tendencies in thinking of drawn models of multiplication with fractions. In particular, it investigated preservice elementary teachers' work in a context where they were asked to select among drawn models for symbolic expressions illustrating multiplication with non-whole number fractions including a mixed number. Preservice teachers' interpretations of fraction multiplication used in interpreting different types of drawn models were analysed-both quantitatively and qualitatively. Findings and implications are discussed and further research is suggested.

An analysis of preservice mathematics teachers' reading of curriculum materials: Focused on conditional probability (예비 수학교사들의 교육과정 자료 해석: 조건부확률을 중심으로)

  • Ku, Nayoung;Tak, Byungjoo;Choi, Inyong;Kang, Hyun-Young
    • The Mathematical Education
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    • v.58 no.3
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    • pp.347-365
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    • 2019
  • It is important to pay attention to how teachers recognize and use curriculum materials in order to link written curriculum and enacted curriculum. In this study, 90 preservice mathematics teachers were surveyed to identify their perspective and reading of curriculum materials. Especially, we focused on the curriculum documents, textbooks, and teachers' guidebooks containing the concept of conditional probability which is addressed in highschool mathematics curriculum. The various misconceptions of conditional probability were reported in the many researches, and there are multiple methods to introduce conditional probability in mathematics classes. As a result, curriculum materials have some limits to be used as they are and considered to be reconstructable by participants, but their curriculum reading were mainly classified to be descriptive and evaluative, not to be interpretive. However, unlike curriculum documents, textbooks and teachers' guidebooks were partially interpreted by participants using their knowledge of conditional probability. The purpose of this study is to investigate the profession of mathematics teachers in terms of curriculum implementation. We expect that this study will provide a basic framework for analyzing mathematics teachers' works and suggest some implications for the professional development of mathematics teachers.

Analysis on the Belief about Mathematics of Elementary School Preservice Teachers and Elementary School Teachers. (예비 초등교사와 현직 초등교사의 수학 신념 분석)

  • Kwak, Soyeon;Kim, Jinho
    • Education of Primary School Mathematics
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    • v.21 no.3
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    • pp.329-349
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    • 2018
  • The purpose of this study is to investigate the mathematical belief of elementary school preservice teachers and elementary school teachers and to analyze their differences in mathematical belief. The results of the analysis are as follows. First, Elementary school preservice teachers generally regard the belief in the nature of mathematics as 'rules and procedures' and emphasize the 'process of inquiry' about the beliefs of learning mathematics. When comparing the beliefs according to gender, there is a significant difference only in the category of 'teacher instruction' among the beliefs of learning mathematics. Second, elementary school teachers generally regard the nature of mathematics as a 'inquiry process' and have a 'student-led' belief about the learning mathematics. There is no significant difference of the belief about the nature of mathematics and learning mathematics between the elementary school teachers by gender and majors. However, when comparing the mathematical beliefs according to educational level, there is a difference in beliefs about the nature of mathematics. Third, comparing the mathematical beliefs of elementary school preservice teachers and elementary school teachers, there is no statistically significant difference between the two groups in the 'rules and procedures' subcategories of the nature of mathematics, but there is a significant difference in 'inquiry process'.

Development of Preservice Mathematics Teacher' Assessment Literacy Using PISA Items (PISA 문항을 활용한 예비 수학교사의 평가 전문성 신장 방안)

  • Lee, Minhee;Rim, Haemee
    • Journal of Educational Research in Mathematics
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    • v.25 no.2
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    • pp.157-175
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    • 2015
  • This study was conducted with the aim to develop and improve the assessment literacy of teachers which enables it to develop and utilize the assessment items using a wide range of contexts on the basis of an understanding of math contents and mathematical process specified in the math curriculum and to analyze the results in an effective way. To analyze the changes in the development and improvement of the assessment literacy of preservice math teachers, the author of this study, using PISA items and assessment framework, analyzed the changes through the 1st and 2nd development of assessment items. The results showed the assessment literacy of preservice math teachers and their ability have been improved, implying that there is the necessity to develop a wide range of programs to improve the assessment literacy of preservice math teachers and provide such programs on a regular basis, which will facilitate effective math teaching and learning.

The perspectives on the knowledge and abilities for good mathematics teaching of in-service and pre-service mathematics teachers (현직수학교사와 예비수학교사들의 좋은 수학 수업을 위한 지식 및 능력에 관한 인식조사)

  • Kim, Young-Ok
    • East Asian mathematical journal
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    • v.31 no.4
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    • pp.527-546
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    • 2015
  • Mathematics teachers' knowledge and abilities for effective mathematics teaching has been discussed by many mathematics educators and researchers. This study surveyed the perspectives on the knowledge and abilities for good mathematics teaching of inservice and preservice teachers based on their teaching experiences. The perspectives of the two teacher groups about teachers' knowledge and abilities for teaching mathematics are very different. The results from this study are expected to give information on developing teacher education curriculum and programs.