• 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.

A Study on Development of Performance Assessment Tools for Mathematics in the Primary School (초등수학과 수행평가도구 개발 -1, 2학년 포트폴리오를 중심으로-)

  • 정영옥
    • School Mathematics
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    • v.2 no.2
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    • pp.357-388
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    • 2000
  • This study aims to develop performance assessment tools for mathematics in the primary school. In order to achieve this aim, it reviews the tics in the primary school. In order to achieve this aim, it reviews the meaning and the purpose of mathematics performance assessment, and the characteristics of performance assessment tasks. Then the framework for portfolio developed in this study is introduced. This portfolio is called 'mathematical thinking and applying'. It aims at balanced assessment for improvement of mathematics instruction. It is composed of journal writhing, problem by the student, constructed task, work samples, written test, self assessment, teacher's comment and parents' comment. The criteria of performance tasks is categorized in impact, reasoning, accuracy and communication. The procedures of development of these tasks are as follows: the analysis of mathematics curriculum for the primary school, the design of performance tasks with considering teaching unit goals, designing rubrics, discussing these tasks with teachers in primary school, modifying them when is needed, observing the process of children's task performing, interviewing with teachers and final modifying. After performance assessment tasks are implemented, the answers by the students is analyzed using rubrics. Then anchor papers are selected. Also, the errors of children are analyzed. Through the process, teachers can obtain the information of children for improvement of mathematics instruction. Finally in order to generalize this study, I suggest that we need to cooperate with the field of education and to establish expert assessment groups.

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Changes in Describing and Commenting on Elementary Mathematics Instruction by Prospective Teachers (예비 교사의 초등 수학 수업에 대한 기술과 비평의 변화)

  • Pang, JeongSuk
    • Journal of Elementary Mathematics Education in Korea
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    • v.18 no.3
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    • pp.399-424
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    • 2014
  • Although teacher preparation programs are important for prospective teachers to build a foundation of teaching expertise, there has been lack of research in this area. This paper analyzed in what ways prospective teachers' ability in describing and commenting on elementary mathematics instruction has been changed while they were taking in the course of teaching elementary school mathematics. The results of this study showed that in late description the teachers tended to notice the core flow of a lesson and the use of instructional strategies appropriate to the mathematical content to be taught. They also tended to comment on instructional strategies and mathematical discourse from the teacher's perspective and evaluated them without alternative approaches. A noticeable change occurred in late comments wherein prospective teachers considered both the teacher and students, supported their comments by theories they had learned through the course, and interpreted the classroom events they had noticed. Building on these results, this paper closes with implications of teacher education programs to enhance prospective teachers' ability to analyze elementary mathematics lessons.

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An Analysis of the Levels of Prospective Teachers' Comments on Elementary Mathematics Instruction (예비교사의 초등 수학 수업에 대한 비평 수준 분석)

  • Pang, Jeongsuk;Sunwoo, Jin
    • 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.

First to Third Graders Have Already Established (분수 개념에 대한 초등학생들의 비형식적 지식 분석 - 1${\sim}$3학년 중심으로 -)

  • Oh, Yu-Kyeong;Kim, Jin-Ho
    • Communications of Mathematical Education
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    • v.23 no.1
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    • pp.145-174
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    • 2009
  • Based on the thinking that people can understand more clearly when the problem is related with their prior knowledge, the Purpose of this study was to analysis students' informal knowledge, which is constructed through their mathematical experience in the context of real-world situations. According to this purpose, the following research questions were. 1) What is the characteristics of students' informal knowledge about fraction before formal fraction instruction in school? 2) What is the difference of informal knowledge of fraction according to reasoning ability and grade. To investigate these questions, 18 children of first, second and third grade(6 children per each grade) in C elementary school were selected. Among the various concept of fraction, part-whole fraction, quotient fraction, ratio fraction and measure fraction were selected for the interview. I recorded the interview on digital camera, drew up a protocol about interview contents, and analyzed and discussed them after numbering and comment. The conclusions are as follows: First, students already constructed informal knowledge before they learned formal knowledge about fraction. Among students' informal knowledge they knew correct concepts based on formal knowledge, but they also have ideas that would lead to misconceptions. Second, the informal knowledge constructed by children were different according to grade. This is because the informal knowledge is influenced by various experience on learning and everyday life. And the students having higher reasoning ability represented higher levels of knowledge. Third, because children are using informal knowledge from everyday life to learn formal knowledge, we should use these informal knowledge to instruct more efficiently.

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