• Title/Summary/Keyword: elementary mathematics instruction

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An Analysis on Teaching of Polyhedrons in Elementary Mathematics Textbooks (초등학교 수학 교과서에 제시된 다면체 관련 내용 분석)

  • Lee, Young Ji;Kim, Sung Joon
    • East Asian mathematical journal
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    • v.30 no.4
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    • pp.405-438
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    • 2014
  • This study analyzed and discussed instruction methods of polyhedrons in elementary mathematics textbook by using the didactic transposition theory. By further segmenting instruction methods, we analyzed the period and order of teaching of polyhedrons, its definitions and presentation methods, and how instruction methods has changed so far. In elementary mathematics textbooks from the 1st to the 2007 revised curriculum, we choose the part where polyhedrons are introduced as the search-target, and analyzed instruction methods in these textbooks by using phenomenological description. The instruction period and order of polyhedrons were systemized when the system of Euclid geometry was introduced, considering the psychological condition of students, and the instruction period and order had been refined according to the curriculum. And methods of definition took into consideration both the academic systems and psychological situations. Also, the subject of learning has changed from textbook and teachers to students. Polyhedrons were connected to real life and students could build up their knowledge by themselves. Constructions were aimed at the understanding of meaning of contents, rather than at itself. Through these analyses, we have some suggestions on the teaching of polyhedrons in the elementary mathematics.

An Analysis on Elementary School Teachers' Concern and Implementation of Differentiated Instruction of Mathematics (초등학교 수학과 수준별 수업에 대한 교사들의 관심도와 실행형태 분석)

  • Yang, Mu-Yhol;Kim, Hye-Na;Kim, Eun-Ju;Kim, Dae-Hyun
    • Journal of Fisheries and Marine Sciences Education
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    • v.25 no.2
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    • pp.321-340
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    • 2013
  • The purpose of this study was to investigate elementary school teachers'concern and implementation of differentiated instruction of mathematics. To achieve the purpose, this study applied measurements of CBAM, including Stages of Concern Questionnaire and Innovation Configurations Checklist, to 133 elementary school teachers. The results indicated that most teachers were in awareness stage, which meant they had little concern on differentiated mathematics instruction. As well as, analysis on innovation configurations revealed that b and c variation, each referred to fidelity to and deviance from national curriculum standard relatively, were dominant in their instruction. Based on the results, the study suggested implications on future policies and teacher training for differentiated mathematics instruction.

Prospective Elementary School Teachers' Conception on Good Mathematics Instruction (예비 초등 교사의 좋은 수학 수업에 대한 인식)

  • Pang, Jeong-Suk
    • The Mathematical Education
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    • v.51 no.2
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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.

Effective Mathematics Instruction - Comparison of Conception by Elementary and Secondary School Teachers - (좋은 수학 수업에 대한 교사들의 인식 - 초.중등 교사의 인식 비교를 중심으로 -)

  • Pang, Jeong-Suk;Kwon, Mi-Sun
    • Communications of Mathematical Education
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    • v.26 no.3
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    • pp.317-338
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    • 2012
  • This paper compared and contrasted the views of effective mathematics instruction by 223 elementary school teachers and 151 middle school mathematics teachers using a questionnaire with 4 main domains (i.e., curriculum and content, teaching and learning, classroom environment and atmosphere, and assessment) and a total of 48 sub-elements. The analysis of results showed that elementary school teachers put their priority on the curriculum and content domain, while middle school counterparts did on the teaching and learning domain. The teachers commonly agreed with instruction which fosters students' self-directed learning ability, reconstructs the curriculum tailored to students' diverse levels, and establishes appropriate interaction between the teacher and students. However, elementary school teachers agreed more than middle school teachers with regard to the 23 elements related to effective mathematics instruction. In contrast, middle school teachers agreed more than their counterparts as for only 2 elements (instruction fostering mathematical representation and instruction eliciting students' learning motivation). This paper includes suggestions and implications related to Korean teachers' perception of effective mathematics instruction.

An Effect of Discussion and Debate Instruction on Mathematical Achievements and Attitudes in Elementary Mathematics Class (초등 수학에서 토의·토론수업이 학업성취도 및 태도에 미치는 영향: 초등학교 4학년 도형영역을 중심으로)

  • Choi, Moro;Ahn, Byounggon
    • Education of Primary School Mathematics
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    • v.20 no.2
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    • pp.131-142
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    • 2017
  • The purpose of the study is to examine the effect of debate and discussion instruction in mathematics class on mathematics study achievements and attitudes in elementary school. To conduct the research, two classes were verified as the homogeneous groups by a preliminary examination on the fourth grade of J elementary school. After mathematics class, the subjects were conducted the same mathematics study achievement and attitude tests in two groups and were analyzed with descriptive statistics, independent t-test, t-test. Accordingly, debate and discussion instruction in mathematics class is more effective than regular lecture method instruction. debate and discussion instruction in mathematics classes are believed students will participate in the question and understand the mathematical principles and concepts themselves through action to solve the problem and influenced I have a positive attitude towards mathematics.

A comparative study on the mathematics curriculum of Korea and Japan in the last of 20 century (1) - focusing on 7he elementary school Mathematics curriculum mainly - (20세기 말 개정된 한국과 일본의 수학과 교육과정 비교(1) - 초등학교 수학과 교육과정을 중심으로 -)

  • 임문규
    • Journal of Educational Research in Mathematics
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    • v.11 no.2
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    • pp.257-271
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    • 2001
  • This study investigated the new revised Mathematics curriculums of elementary schools in Korea and Japan at the end of the 20th century. The comparison was made especially with revising direction, purposes, and contents of elementary school mathematics curriculum in both countries. I began by comparing and confirming the ratio of instruction hours of Mathematics to the total instruction hours of all the subjects at as whole. This comparison was done of the elementary and middle school mathematics. The next part of the study was to compare in detail the purposes of revised mathematics in elementary and middle schools of both countries. Particular attentions was paid to the important revised points of Japanese elementary school Mathematics. Finally, I concluded by comparing the contents of elementary school Mathematics of the two countries. New mathematic text books in both countries having been published by revised curriculum, puts the future task in comparing, in detail, the concrete contents of each textbook.

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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.

Prospective Teachers' Analysis and Conception of Elementary Mathematics Instruction (예비 교사의 초등 수학 수업 분석과 인식)

  • Pang, Jeong-Suk
    • Journal of Elementary Mathematics Education in Korea
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    • v.15 no.2
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    • pp.221-246
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    • 2011
  • One of the main purposes in prospective elementary teacher education is to prepare for teaching each subject matter. For this purpose, it is necessary to explore how prospective teachers may analyze elementary mathematics instruction and they perceive their analytic foci. This study probed in what ways prospective teachers analyzed elementary mathematics instruction using two video cases. The results of this study showed that prospective teachers focused mainly on instructional strategies, specifically with regard to whether such strategies would be adequate both for mathematical content to be taught and for students' characteristics. They also focused on the effective use of instructional materials as well as the case teacher's adequate feedback. Prospective teachers claimed to have analytic foci not only on the degree of attainment of instructional purposes but also on students' responses and interest. Given this result, this paper includes several issues related to help prospective teachers prepare for better teaching.

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Elementary and Secondary School Teachers' Perspectives of Effective Mathematics Teaching

  • PANG, JeongSuk;KWON, Mi Sun
    • Research in Mathematical Education
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    • v.19 no.2
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    • pp.141-153
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    • 2015
  • This paper compares and contrasts the perspectives of effective mathematics teaching by 135 elementary school teachers, 132 middle school teachers, and 124 high school teachers using a questionnaire in South Korea. All groups of teachers chose in common the teaching and learning strand as the most important for effective mathematics instruction. However, elementary school teachers placed greater importance on the curriculum and content strand than their counterparts did. Elementary school teachers tended to agree more upon the 48 items related to good mathematics teaching than their counterparts did. The similarities and differences among the groups of teachers are expected to provoke discussion of what constitutes high-quality mathematics instruction and how such perspectives may be situated in the socio-cultural context.

Professional Development of Prospective Elementary School Teachers by the Analysis of Mathematical Tasks (수학 과제 분석을 통한 예비 초등 교사의 전문성 신장)

  • Pang, Jeong-Suk
    • The Mathematical Education
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    • v.46 no.4
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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.

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