• Title/Summary/Keyword: comment on mathematics instruction

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The Development of the Items on Class Critiques Involving the Mathematical Competencies (수학 교과에서의 교과 역량을 반영한 수업비평문 개발 연구)

  • Yu, Ji Won;Hwang, Hye Jeang
    • East Asian mathematical journal
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    • v.36 no.4
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    • pp.475-492
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    • 2020
  • This study is to establish the items on class critiques based on the mathematical competencies according to the mathematics curriculum revised in 2015. Namely, this study deals with the items on how pre-service or in-service teachers understand and comment on mathematics instruction on their own instruction or peers' instruction. To accomplish this, first of all the draft items on instructional reviews was developed by researchers of this study on the basis of the previous study(Hwang, 2018). In order to revise and develop the draft items, the experimental study was executed. The experimental study was done by the subject of 11 groups who are undergraduate students in the educational college of C University. The subject was supposed to watch an in-service middle school mathematics teacher's excellent instruction(study) video and to comment the instruction video on the draft items on class critiques. While analyzing the comments of the subject, the revised items on the class critiques were to be develop. Based on this study, from now on, the final and ideal items on the class critiques would be establish to reflect and comment teachers' instruction.

The Change of Prospective Teachers' Comments on Elementary Mathematics Instruction by Teaching Practicum and Discussion about Lessons (교육실습 및 수업 논의를 통한 예비 교사들의 초등 수학 수업에 대한 비평 변화)

  • Pang, JeongSuk;Sunwoo, Jin
    • Journal of Elementary Mathematics Education in Korea
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    • v.20 no.2
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    • pp.259-281
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    • 2016
  • Teaching practicum plays a significant role in teacher education program because it provides pre-service teachers with an opportunity to apply what they have learned to the actual teaching contexts. As such, it needs to be conducted in terms of close collaboration between university and school. Given that, in a mathematics methods course the prospective teachers in this study had an opportunity to discuss mathematics lessons they had implemented during their teaching practicum. This paper analyzed in what ways prospective teachers' comments on elementary mathematics instruction were changed through this experience. The results of this study showed that in late comment the teachers tended to focus more on mathematical discourse, consider not only the teacher of the lesson but also students, and suggest alternative approaches on the classroom events they had noticed. It is noticeable that the results analyzed by researchers were consistent with prospective teachers' self-assessment. Building on these results, this paper provides implications of teacher preparation programs to enhance prospective teachers' ability to analyze elementary mathematics lessons.