• Education of Primary School Mathematics
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• v.24 no.1
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• pp.43-69
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• 2021

The purpose of this study is to confirm the influences of learner-centered instruction on learners' achievement and reason ability. In order to accomplish them, the fraction unit and the polygonal unit in the fourth grade were implemented with teaching methods and materials suitable for learner-centered mathematics instruction. Some conclusions could be drawn from the results as follows: First, learner-centered mathematics instruction has a more positive effect on learning of learned knowledge and generating unlearned knowledge in the experimental period than teacher-centered instructions. Second, learner-centered instruction makes an influence of low learning ability on getting achievement positively. Third, as the experimental treatment is repeated, learner-centered instruction has a positive effect on students' reasoning ability. The reasoning ability of students showed a difference in the comparison between the experimental group and the comparative group, and within the experimental group, there was a positive effect of the extension of the positive reasoning ability. Fourth, it can be estimated that the development of students' reasoning ability interchangeably affected their generation test results.

• Education of Primary School Mathematics
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• v.26 no.2
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• pp.99-113
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• 2023

In this study, I explored the possibility of using ChatGPT math education. For this purpose, students' problem-solving outputs and conversation data between pre-service teachers and a student were selected as an analysis case. A case was analyzed using ChatGPT and compared with the results of mathematics education experts. The results that ChatGPT analyzed students' problem-solving strategies and mathematical thinking skills were similar to those of math education experts. ChatGPT was able to analyze teacher questions with evaluation criteria, and the results were similar to those of math education experts. ChatGPT could also respond with mathematical theory as a source of evaluation criteria. These results demonstrate the potential of ChatGPT to analyze students' thinking and teachers' practice in mathematics education. However, there are limitations in properly applying the evaluation criteria or providing inaccurate information, so the further review of the derived information is required.

• Journal of the Korean School Mathematics Society
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• v.26 no.1
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• pp.49-70
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• 2023

This study aimed to design a robot programming lecture for pre-service mathematics teachers to improve their TPACK-P (TPACK-Programming) and analyze its effectiveness. The lecture design involved stages of analysis, exploration, primary micro-teaching, and secondary micro-teaching, with each stage including design, application, and evaluation. The TPACK-P survey was conducted before and after the lecture, and the results indicated a statistically significant difference in TCK at the 1% significance level and TPK, TRACK, and TRACK(P) at the 5% significance level. Further analysis using dependent sample t-tests showed that the post-test mean was significantly higher than the pre-test mean in categories such as TCK, TPK, TPACK, and TPACK(P). These findings suggest that the designed lecture positively affected the growth of pre-service mathematics teachers' TPACK-P.

• The Journal of the Convergence on Culture Technology
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• v.9 no.2
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• pp.127-132
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• 2023

The rapid development and progress of information and communication technology are bringing about changes in the field of education, and innovative methods in teaching-learning have been introduced and applied a lot in the actual field starting with the pandemic. Reflecting this trend, the purpose of this study is to examine the perception of prospective elementary school teachers on the use of edutech, which is widely used in the educational field after COVID-19. To this end, I analyzed the results of 7 major ideas selected at the Edutech Utilization Competition held by K University of Education and the focus group interview conducted with 2 pre-service teachers. As a result of the analysis, it was found that prospective elementary school teachers valued the necessity and importance of edutech-based classes. In addition, they were positively aware of the educational effect of edutech-based classes. To sum up, it could be predicted that edutech classes are also linked to the policies and plans of the Ministry of Education, and will play an important role in effectively guiding future learners while achieving the goals set by the curriculum.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.219-236
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• 2023

This study examined the relationship between preservice teachers' mathematical understanding and problem posing in fractions multiplication and division. To this purpose, 41 preservice teachers performed visual representation and problem posing tasks for fraction multiplication and division, measured their mathematical understanding and problem posing ability, and examined the relationship between mathematical understanding and problem posing ability using cross-tabulation analysis. As a result, most of the preservice teachers showed conceptual understanding of fraction multiplication and division, and five types of difficulties appeared. In problem posing, most of the preservice teachers failed to pose a math problem that could be solved, and four types of difficulties appeared. As a result of cross-tabulation analysis, the degree of mathematical understanding was related to the ability to pose problems. Based on these results, implications for preservice teachers' mathematical understanding and problem posing were suggested.

• Education of Primary School Mathematics
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• v.26 no.3
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• pp.163-180
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• 2023

This study aimed to investigate the factors influencing the intentions of elementary school teachers to use artificial intelligence (AI) in mathematics lessons and to identify the essential prerequisites for the effective implementation of AI in mathematics education. To achieve this purpose, we examined the structural relationship between elementary school teachers' TPACK(Technological Pedagogical Content Knowledge) and the TAM(Technology Acceptance Model) using structural equation model. The findings of the study indicated that elementary school teachers' TPACK regarding the use of AI in mathematics instruction had a direct and significant impact on their perceived ease of use and perceived usefulness of AI. In other words, when teachers possessed a higher level of TPACK competency in utilizing AI in mathematics classes, they found it easier to incorporate AI technology and recognized it as a valuable tool to enhance students' mathematics learning experience. In addition, perceived ease of use and perceived usefulness directly influenced the attitudes of elementary school teachers towards the integration of AI in mathematics education. When teachers perceived AI as easy to use in their mathematics lessons, they were more likely to recognize its usefulness and develop a positive attitude towards its application in the classroom. Perceived ease of use, perceived usefulness, and attitude towards AI integration in mathematics classes had a direct impact on the intentions of elementary school teachers to use AI in their mathematics instruction. As teachers perceived AI as easy to use, valuable, and developed a positive attitude towards its incorporation, their intention to utilize AI in mathematics education increased. In conclusion, this study shed light on the factors influencing elementary school teachers' intentions to use AI in mathematics classes. It revealed that teachers' TPACK plays a crucial role in facilitating the integration of AI in mathematics education. Additionally, the study emphasized the significance of enhancing teachers' awareness of the advantages and convenience of using AI in mathematics instruction to foster positive attitudes and intentions towards its implementation. By understanding these factors, educational stakeholders can develop strategies to effectively promote the utilization of AI in mathematics education, ultimately enhancing students' learning outcomes.

• Journal of Science Education
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• v.38 no.1
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• pp.133-143
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• 2014

The purpose of this study is to analyze elementary school teachers' perception on application of STEAM education. For this study, a survey was administered to 80 primary teachers. The result showed as follows: First, even though, elementary school teachers have known about the meaning and aims of the STEAM education in detail, they often took a neutral attitude toward the actual teaching method. In addition, they take a negative attitude toward having the gathering. Second, only a few elementary school teachers prepared and used the teaching materials related to the STEAM education in class and teach students the concept based on the STEAM education. Only a few elementary school teachers said that they used the developed modules. However, the demand, developing the modules, was extremely high. This result means that the easy and available modules should be developed to establish the STEAM education. Third, only a few elementary school teachers applied the subject, activity, and estimation related to the STEAM education in actual class. Forth, even though, after applying, there much be the positive affects, most elementary school teachers could not recognize the positive affects. At the same time, elementary school teachers suggested the curriculum should be reorganized for students to connect between the results of the STEAM education and the contents of the textbook, and the easy and available program should be developed and spread, also. The attitude of elementary school teachers toward the application of the STEAM education was normally negative. Therefore, it is needed to include more STEAM related contents in the science textbooks and to develop various STEAM education materials and circulate them as well as to establish adequate teaching and assessment methods for STEAM education.

• Education of Primary School Mathematics
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• v.12 no.2
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• pp.63-80
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• 2009

In this study, we analyzed teachers' recognitions of the necessity of mathematical descriptive tests and their practices in the elementary schools. We then suggested several examples of improved formats of the mathematical descriptive evaluation. For analyzing teachers' recognitions and practices of mathematical descriptive assessment, we surveyed 104 elementary school teachers in Seoul. We collected the test items from the schools and analyzed them to find how they are practiced in the schools. The results were as follows. First, most elementary school teachers are basically recognizing the direction and the purpose of mathematical descriptive assessment. Second, the ratio of the descriptive test items was very low compared with the teachers' recognition of necessity of including descriptive items in the tests. Third, the teachers usually made the descriptive items with their colleagues using textbooks, test manuals for teachers, and the references that the office of education provided. Fourth, to enhance teachers' understanding of descriptive assessment, systematic training programs for teachers about the descriptive assessment should be continued. Finally, the office of education and research institutes should provide various types of test items and more teacher training programs on descriptive assessments.

• The Journal of Korean Academy of Sensory Integration
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• v.11 no.1
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• pp.11-27
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• 2013

Objective : This is a descriptive study using a program review collaborative group program by special educator and occupational therapist for supporting children's school tasks, and it is designed to explore how changed school performance skills and to analyze how applied intervention methods including sensory integrative approach. Methods : Participants were 6 male elementary students(5 = 1st grade, 1 = 2nd grade). Pilot program had reviewed and its results used as base for planning main program. Main program was implemented by collaborative process with teacher and occupational therapist for 1 year. School AMPS was used to assess school task participants, and informal motor and process skill observation was used to assess self-help activities. Description of records by professions about intervention strategies through assessments was described as qualitative way. Japanese sensory inventory was used by parents. Results : Through the collaborative process, assessing children, planning and modifying program, establishing intervention strategies were implemented. Self-help abilities in group program were increased much more independently. School task abilities were increased slightly but skills changed irregularly and unexpectedly and their reasons became considered more complex from sensory processing reasons to social and emotional reasons. Conclusion : Sensory integration had benefits for primary group program and more complex intervention strategies became to emerge demands for person- environment-task challenges. Collaborative practice with teacher and occupational therapist was supplement and synergic effect for children and group dynamics. More objective and comprehensive methods for measure collaboration and group effect would be needed in further study.

• Korean Journal of Community Nutrition
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• v.13 no.4
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• pp.476-488
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• 2008

This study investigates the relationship of smoking on daily intake of nutrients and snacks in the Chungnam and Daejeon high school students. Up to date scientific nutrition education and counseling programs in the regular school system is needed for a professional nutrition education teacher. The primary objective of this study was to provide useful information to nutrition education teachers. A survey was conducted with 400 high school students in the Chungnam and Daejeon areas. 381 out of 400 questionnaires were analyzed with SPSS 12.0K. The subjects were composed of 49.8% male, 50.1% female and 40.9% regular high school students, 59.1% business high school students and smokers 43.1%, non-smokers 56.9%. 43.4% of smokers had been smoking since middle school. On analysis of daily nutrient intakes, 16 out of 19 nutrients except animal calcium, Vitamin A and Vitamin C were much more consumed by the smoking group than the non-smoking group non-significantly. Especially vegetable fat and Vitamin E were higher in the smoking group than the non-smoking group (p<0.05). The intake ratio of carbohydrates: protein: fat was similar in the two groups (smoking group 55:15:29, nonsmoking group 56:15:28). Intakes of Vitamin B1 and potassium in comparison with the Korean dietary reference intakes(KDRI) were under 50% in both groups. However, sodium was taken over 200% compared to KDRI in both groups. Intakes of Vitamin C in the smoking group were as low as 76.5% in comparison to KDRI. Smokers need to increase the intakes of Vitamin C considering that smokers need to intake Vitamin C two times than non-smokers. Nutrient intakes from snacks in the smoking group were higher than the non-smoking group. Nutrients that originated from snacks which took over 20% among daily nutrient intakes were 12 nutrients(energy, fat, carbohydrate, calcium, P, Fe, K, Vitamin $B_1$, Vitamin $B_2$, Vitamin C, Vitamin E, dietary fiber) in the smoking group compared to 7 nutrients(energy, vegetable protein, fat, carbohydrate, calcium, Vitamin $B_2$, Vitamin C) in the non-smoking group. The smoking group was significantly paying more money for snacks each month than the non-smoking group was(p<0.01). Periods of consumption were irregular in the smoking group(p<0.05) and the smoking group was used to taking snacks in the morning compared to the non-smoking group. The smoking group preferred sweets and high calorie food over other snacks in comparison of the non-smoking group. The nonsmoking group had better eating habits than the smoking group.