• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권4호
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• pp.257-272
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• 2014

This paper examines and presents descriptions of 12 prospective primary teachers' views on the nature of mathematics in USA. All the participants were elementary teacher candidates enrolled in the same mathematics method courses. Interview data show that the prospective primary teachers possess two kinds of views on the nature of mathematics: primarily traditional and even mix of traditional and nontraditional beliefs in terms of Raymond's (1997) belief criteria. Implications for teacher education were discussed at the end of the paper.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권2호
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• pp.145-160
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• 2012

Prospective teachers need to have an opportunity to critically examine their initial perception with regard to effective mathematics instruction during the teacher education period. This study analyzed the perception in relation to good mathematics instruction by a total of 265 prospective teachers from four institutes for elementary teacher education using a survey. The results of this study showed that the pre-service teachers regarded learner, teaching and learning method, selection of content, and construction of curriculum as important for high-quality mathematics instruction. However, they revealed relatively low levels of agreement against the importance of instructional materials, classroom environment and atmosphere, and assessment. On the basis of teachers' perception on each element of effective mathematics instruction, this paper raises issues for discussion and includes some implications for teacher education.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제5권2호
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• pp.119-126
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• 2001

In this paper we deal with two questions: 1) How have prospective teachers reflected mathematics curriculum reform in their planning of mathematics lessons\ulcorner 2) To what extent were the pre-service teachers able to be reflective about their planning of mathematics lessons\ulcorner Form analyses of videotapes, field notes, discussions among the college students, we found four features in the prospective teacher\\`s lesson plans and their teaching.

• 한국수학사학회지
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• 제25권3호
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• pp.141-157
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• 2012

본 논문은 먼저 수학교육에서 수학사를 활용하고자 하는 이론적 배경으로 역사발생적원리를 중심으로 고찰하고 실제 중학교 교과서에서 수학사 활용 정도를 확인하다. 수학교실에서 수학사 활용의 성공적인 안착을 위해 예비수학교사교육에 수학사를 포함해야 하는 근거를 교사의 지식의 측면에서 살펴보고 예비수학교사를 위한 수학사 활용 프로그램을 제안한다.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제6권2호
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• pp.55-64
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• 2002

According to changing the society rapidly in the 21s1 century, the self-regulated learning ability is considered as an ability of which people should carry on their lives. The purpose of this study was to investigate prospective elementary school teachers in mathematics teaching method class in terms of the following areas: (1) the degree of their abilities shown the lower level factors of motivated strategies for learning such as self-efficacy, intrinsic value, anxiety, cognitive strategy use, and self-regulation (2) relations between factors of motivated strategies for loaming and performance of prospective elementary school teachers The results show that the prospective elementary school teachers showed above the mean value of the motivated strategies for learning and there are positive relations among lower level factors of motivated strategies fur learning except anxiety, positive relation between motivated strategies for learning and achievement. In order to help the prospective elementary school teacher to improve their motivated strategies fur learning in their elementary mathematics teaching method lecture, several methods such as mathematical connections to real world problem, history of mathematics and interview with mathematicians and application of feller's ARCS model to elementary mathematics education are suggested.

• East Asian mathematical journal
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• 제40권2호
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• pp.267-286
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• 2024

This study investigates the perceptions toward prospective elementary teachers regarding the revised 2015 elementary mathematics curriculum. The aim is to understand the importance and implementation of the revised curriculum and provide implications for curriculum improvement in elementary teacher education institutions, using Interpretative Phenomenological Analysis (IPA). The research findings are as follows: Firstly, prospective elementary teachers perceived that the areas of the revised 2015 elementary mathematics curriculum that require particular focus are number and operations and data and probability. Secondly, they identified the specific elements within these areas that demand dedicated attention as follows: numbers up to four digits in number and operations, mixed calculations with natural numbers, shapes of solid figures, spatial sense of solid figures, comparison of quantities in measurement, etc. These findings can inform the improvement of the curriculum in elementary teacher education institutions.

• 한국수학교육학회지시리즈A:수학교육
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• 제46권4호
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• pp.465-482
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• 2007

The purpose of this study was to explore how pre-service elementary school teachers participate in a course specifically designed to help them learn how to analyze instruction in terms of the levels of cognitive demand of mathematical tasks. This paper describes what prospective teachers learned while reading the cases of "implementing standards-based mathematics instruction", analyzing all tasks of one unit in one elementary mathematics textbook, observing master teachers' mathematics instruction as well as their colleagues during the practicum period, and developing their own cases on the basis of the design and implementation of instruction focused on mathematical tasks. This paper includes various reflections of the prospective teachers.

• 대한수학교육학회지:학교수학
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• 제18권1호
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• pp.61-83
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• 2016

교육의 패러다임이 전환되면서 평가관행에서의 변화 또한 꾸준히 요구되어 오고 있다. 평가에 대한 교사의 올바른 인식은 평가의 질에 영향을 미치며 결과적으로 평가관행에서의 변화를 유도할 수 있게 된다. 본 연구는 초등 예비교사들의 수학교과에서의 평가에 대한 인식을 조사하기 위해 선행연구를 토대로 평가의 목적과 역할, 평가 자료와 평가의 신뢰도 그리고 평가 방법과 전략에 대한 문항들을 추출하여 설문조사를 실시하였다. 총 95명의 초등 예비교사들을 대상으로 설문조사한 결과, 초등 예비교사들이 평가의 역할, 평가 자료, 평가 전략에 대해서는 대체적으로 잘 인식하고 있었으나, 평가의 목적과 평가의 신뢰도, 평가 방법에 대해서는 다소 제한적인 인식을 가지고 있는 것으로 나타났다. 설문조사 결과를 바탕으로 초등 예비교사들의 평가에 대한 인식이 부족한 측면들에 대한 가능한 해석과 시사점을 제공하였다.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권2호
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• pp.217-230
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• 2006

The purpose of this study is to inquire the building process of Pedagogical Content Knowledge of prospective mathematics teachers about the function concepts. For this purpose, We performed the following steps; First, we performed the survey relaying to the prospective mathematics teachers' teaching experiences, capabilities of their error evaluation of the students, and viewpoints about the function concepts. Second, we performed the survey on the subject-matter knowledge about the function concepts and the key items of designing teaching plans about the function concepts. And then, we interviewed the participants to check the results of the surveys and to supplement the necessary contents. The collected data was relatively correlative and analyzed in the process. As a result, we found the followings; First, subject-matter knowledge of prospective mathematics teachers about the function concepts is different depending on the grades. Second, prospective mathematics teachers are building more extended function concepts through the major subjects. Third, the major subjects are important to build the Pedagogical Content Knowledge of function concepts. Fourth, teaching experience plays an important role in transforming subject-matter knowledge of function concepts to Pedagogical Content Knowledge of it. Fifth, building the Pedagogical Content Knowledge means transferring the teacher's viewpoint from himself/herself to the learner.

• 한국수학교육학회지시리즈A:수학교육
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• 제47권3호
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• pp.291-310
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• 2008

This article is based on an international collaborative study that aimed to investigate mathematical preparation of prospective elementary teachers in several selected education systems in East Asia. This article reports the Korean portion of the study. A survey instrument was developed to explore not only prospective teachers' knowledge of elementary mathematics curriculum and their beliefs in their preparation and mathematics instruction but also their subject matter knowledge and pedagogical content knowledge on the topic of fraction division. A total of 291 seniors in 3 universities participated in the survey. The results reveal these prospective teachers' strengths and weaknesses with regard to their knowledge of fraction division, and suggest that content-specific pedagogical knowledge needs to be emphasized in the teacher preparation program.