• East Asian mathematical journal
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• v.39 no.4
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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.

• The Mathematical Education
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• v.43 no.4
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• pp.405-417
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• 2004

This study is on the use of mathematics program for School Mathematics Education. According to the ‘technology principle’ by NCTM and teaching-learning methods by the 7th curriculum, we developed mathematics learning activities with mathematics program. This activity is to construct designs with graphs by using mathematics program(GrafEq.). In this study, we practiced these learning activities with pre-service mathematics teachers. The mathematics educational effects of these learning activities in this study are analyzed as follows; active & spontaneous search for mathematical knowledge, the experience of problem solving, affirmative view-point of mathematics, understanding of practical use of mathematics, acquisition an interest & motivation of learning mathematics etc. When students learn graphs of function, the concept of inequality in secondary school mathematics class., mathematics teachers can make a good use of constructing designs by mathematics program(GrafEq.). This will help to practice of teaching-learning methods by the 7th curriculum.

• School Mathematics
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• v.16 no.3
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• pp.445-469
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• 2014

This study aims to examine secondary mathematics teachers' understanding of the levels of cognitive demand on mathematical tasks suggested in mathematics textbooks. The study also attempts to investigate whether the teachers are able to characterize the tasks accordingly and to change low level tasks to high level ones. For this purpose, we developed a survey and 50 secondary mathematics teachers participated in the survey. The findings from the data analysis suggest that 59 percent of the teachers selected high level tasks as appropriate for achieving the national curricular goals, but about 1/3 of the teachers identified PNC tasks as high level ones. The results also reveal that more than half of the teachers were not able to transform low level into high level tasks and only 4 teachers out of 50 were able to transform successfully. The teachers seem to find difficulty in transforming low level tasks into high level ones.

• The Mathematical Education
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• v.46 no.4
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• pp.357-369
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• 2007

Teachers and students' knowledge of zero was investigated through data collected from 16 preservice secondary mathematics teachers and 20 gifted secondary school students. Results showed that these teachers and students had an inadequate knowledge about zero. They exhibited a reluctance to accept zero as an attribute for classification, confusion as to whether or not zero is a number, and stable patterns of computational error. Although leachers and researchers have long recognized the value of analyzing student errors for diagnosis and remediation, students have not been encouraged to take advantage of errors as learning opportunities in mathematics instruction. The article suggests using errors as springboards for inquiry in action, discusses its potential contributions to mathematics instruction by analyzing students and preservice teachers errors related to zero.

• School Mathematics
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• v.13 no.2
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• pp.345-362
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• 2011

This paper addresses mathematics content knowledge required for teaching in secondary school. Three components of mathematical knowledge are needed for teaching: (i) knowing school mathematics, (ii) knowing process of school mathematics, (iii) making connections between school mathematics and advanced mathematics. We investigated mathematics content knowledge of secondary teachers. We found that secondary mathematics teachers have a lack of understanding in solving realistic problem, reasoning and proof, and making connections between school mathematics and advanced mathematics.

• Research in Mathematical Education
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• v.17 no.2
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• pp.119-131
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• 2013

It is the first time that there is a subject, advanced mathematics in the 2009 revised high school curriculum. Therefore it is posing a challenge to the teachers who are teaching it. At the advanced level, it is important for learners to reflect on their mental mathematical activities. This research analysed pre-service secondary teachers' reflective thinking in solving the tasks specific for the teaching and learning of polar coordinates. We report how and through what process mathematical tasks that can create disequilibrium for pre-service secondary teachers enable reflective thinking and expand preservice secondary teachers' thoughts and recognition of defining reflective thinking in looking back on one's problem solving and thinking processes.

• The Mathematical Education
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• v.52 no.2
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• pp.163-174
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• 2013

This study conducted a survey to examine the knowledge formation and utilization of computer among beginning teachers of secondary school mathematics. We found that beginning teachers who had more experiences of taking computer utilization classes at teacher education institutes showed more interest in computer and saw the necessity and effectiveness of computer usage for teaching students. Teachers chose GSP the most among computer utilization knowledge learned in pre-service teachers program, and GSP is used the most in mathematics classes. However, they answered that computer is not so much available in class due to lack of hours and the relevant resources. Lastly, beginning teachers answered that the computer knowledge learned in in-service teacher program was more useful than that in pre-service. Thus, the professional development in utilizing computer should be improved through diversifying teacher training contents for beginning teachers as well as for pre-service teachers in teacher education institutes.

• School Mathematics
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• v.15 no.3
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• pp.503-531
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• 2013

This study aims to investigate how secondary mathematics teachers use mathematics curriculum materials such as textbooks and teachers' guide in planning lessons and for their learning. 24 in-service mathematics teachers participated in surveys and two among them were interviewed. The findings from the data analysis suggest that: a) the teachers actively engaged in decision-making processes of the transition from written curriculum to intended curriculum; and b) the teachers showed a tendency of consulting to the ideas suggested in the curriculum materials for selecting objectives and contents for lessons and the what to assess, not ideas for selecting teaching methods and how to assess. Also, various factors such as students' achievement, participation, interest in mathematics, family environment, and college entrance were identified to influence the teachers' use of the curriculum materials.

• Journal of the Korean School Mathematics Society
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• v.17 no.3
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• pp.321-335
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• 2014

This study aimed to investigate beliefs of secondary pre-service teachers in mathematics. In particular, conceptions of teaching and learning were examined, For the purpose of this study, using an instrument, Teaching and Learning Conceptions Questionnaire, developed by Chan & Elliot(2004), a survey was conducted for 86 secondary mathematics pre-service teachers in Incheon area. The results showed that the mathematics pre-service teachers strongly agreed with the constructivist perspectives. In addition, compared to the juniors, the seniors responded more positive in the questions relative to the traditionalist view and the male students agreed more with the traditional conceptions, as comparing to the female students in this study. This study had limitations on the extent of the research site and participant. However, it would provide foundational information about pre-service teachers for teacher educators.

• Communications of Mathematical Education
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• v.37 no.2
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• pp.159-181
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• 2023

The purpose of this study is to explore secondary mathematics teachers' perceptions on Artificial Intelligence (AI). For this purpose, we conducted three focus group interviews with 18 secondary in-service mathematics teachers and analyzed their perceptions on AI for math and math for AI. The secondary in-service mathematics teachers perceive that AI allows to implement different types of mathematics instruction but has limitations in exploring students' mathematical thinking and having emotional interactions with students. They also perceive that AI makes it easy to develop assessment items for teachers but teachers' interventions are needed for grading essay-type assessment items. Lastly, the secondary in-service mathematics teachers agree the rationale of adopting the subject ＜Artificial Intelligence Mathematics＞ and its needs for students, but they perceive that they are not well prepared yet to teach the subject and do not have sufficient resources for teaching the subject and assessing students' understanding about the subject. The findings provide implications and insights for developing individualized AI learning tools for students in the secondary level, providing AI assessment tools for teachers, and offering professional development programs for teachers to increase their understanding about the subject.