• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.405-435
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• 2019

Despite the recent emphasis on value research in mathematics education along with the significance of values from a new perspective, there has been a lack of research on the values perceived by teachers and students in Korea. This paper analyzes how fifth-grade students would perceive the values of a master teacher with expertise in elementary mathematics education after her teaching of mathematics and whether their values on mathematics learning would change. According to the study, the students recognized that the master teacher valued understanding, preview-review, picture, problem, and reason in mathematics learning. Among these, the value of understanding was perceived as the core value. An analysis of the students' values on general mathematics learning and personal mathematics learning showed that preview and review were the most important before and after the master teachers' teaching. An analysis of the changes in the values of students showed the greatest change in the value of understanding. Instead of accepting the values of the master teacher as it were, students actively reconstructed and maintained them. Based on these results, this paper has drawn implications regarding the consideration of students' values in mathematics learning.

• School Mathematics
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• v.10 no.1
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• pp.105-121
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• 2008

Even though the 7th national curriculum based on learner-centered instruction as fundamental spirit has been operated for 10 years or so, still the instruction style nation widely implemented in current classrooms is closer traditional style than it. It is a big challenge for a teacher who is used to a traditional one to try to fully make learner-centered instruction. The paper describes the teacher's cognizance change on it with the point of views of children's ability to construct knowledge, instructional materials, questioning techniques, and children's achievements.

• Journal of Korea Multimedia Society
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• v.20 no.6
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• pp.935-949
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• 2017

The purpose of this study was to analyze the characteristics of virtual manipulatives apps that can be used to teach students struggling to learn mathematics. To achieve this goal, ten general characteristics of 23 virtual manipulatives apps were evaluated. The instructional, interface, and interactive design features of apps were also evaluated on five-point scale ratings of 18 items. In addition, SPSS frequency analysis and the correlation between each feature was analyzed. Frequently presented instructional contents among 23 virtual manipulatives apps were geometry, arithmetic operation, number concept and measurement. The frequently presented level of instructional contents was lower grade elementary school and kindergarten age. The frequently presented instructional type was the simulation. Regarding the design features, instructional design was rated as the highest (mean = 3.7); interactive design (mean = 3.6) and interface design (mean = 3.3) were also rated higher than neural. In addition, as the learning strategy was appropriately presented, it was evaluated that there was less screen linkage and content error.

• School Mathematics
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• v.1 no.2
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• pp.555-569
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• 1999

The graph unit(chapter) is a good example of a topic in elementary school mathematics for which computer use can be incorporated as part of the instruction. Teaching graph can be facilitated by using the graphing utilities of computers, which make it possible to observe the property of many types of graphs. This study was concerned with utilizing an educational software Graphers as an instructional tool in teaching to help young students gain a better understanding of graph concepts. For this purpose, three types of instructional activities using Graphers were shown in the paper. Graphers is a data-gathering tool for creating pictorial data chosen from several data sets. They can represent their data on a table or with six types of graphs such as Pictograph, Bar Graph, Line Graph, Circle Graph, Grid Plot and Loops. They help students to select the graph(s) which are the most appropriate for the purpose of analyzing data while comparing various types of graphs. They also let them modify or change graphs, such as adding grid lines, changing the axis scale, or adding title and labels. Eventually, students have a chance to interpret graphs meaningfully and in their own way.

• The Mathematical Education
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• v.41 no.1
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• pp.127-137
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• 2002

Discrete Mathematics is newly introduced into the 7th Elementary and Secondary School Mathematics Curriculum of Republic of Korea. Every high school can choose Discrete Mathematics as an optional course from year 2002, but mostly from year 2003. According to its characteristics and objectives in the curriculum, we should know how to implement Discrete mathematics. But it is hard to predict whether Discrete Mathematics will be successful or not, since many studies have shown the lack of readiness for the course. In this study, we analyze the Discrete Mathematics text book developed recently in 2002. Then we see how Discrete Mathematics can be implemented. First, we suggest how the contents in the Discrete Mathematics text book are related to the mathematical values. This will clarify instruction and learning methods in Discrete Mathematics classrooms. Secondly, rich and various discrete contents should be taught. Students should appreciate the realistic merits of discrete mathematics. Thirdly, evaluation methods and their examples will be presented based upon the contents of she text. The evaluation that distinguishes individual achievement levels is closely related with implementation of Discrete mathematics in schools. Finally, we point out the weakness of Discrete Mathematics contents in the 7th curriculum to prepare ourselves for the 8th curriculum.

• Education of Primary School Mathematics
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• v.20 no.1
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• pp.19-36
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• 2017

The purpose of this study was to analyze the research trends of elementary mathematics education in terms of topics, methods, subjects, mathematics content strands, and mathematical competencies. For this purpose, a total of 596 papers published in eight domestic journals during the recent seven years were analyzed. The results of this study showed that the popular research topics included learners' perspectives and abilities, analysis of curriculum and textbooks, and instruction and teaching methods, whereas studies on assessment and technology or manipulative materials did not get much attention. The results also showed that qualitative research methodology was used a lot with focus on students. The mathematics content strand which was most frequently studied was number and operations, and problem solving was most popular among the mathematical competencies. On the basis of these results, this paper includes several implications for the future research direction in elementary mathematics education.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.405-425
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• 2018

Increasing the problem solving power in school mathematics is the most important task of mathematics education. It is the ultimate goal of mathematics education to help students develop their thinking and creativity and help solve problems that arise in the real world. In this study, we investigated the contents of problem solving according to mathematics curriculum goals from the first curriculum to current curriculum in Korea. This study analyzed the problem-solving contents of the mathematics textbooks reflecting the achievement criteria of the revised curriculum in 2015. As a result, it was the first curriculum to use the terminology of problem solving in the mathematics goal of Korea's curriculum. Interest in problem solving was most actively pursued in the 6th and 7th curriculum and the 2006 revision curriculum. After that, it was neglected to be reflected in textbooks since the 2009 revision curriculum, We have identified the problems of this problem-solving instruction and suggested improvement direction.

• Education of Primary School Mathematics
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• v.21 no.3
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• pp.329-349
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• 2018

The purpose of this study is to investigate the mathematical belief of elementary school preservice teachers and elementary school teachers and to analyze their differences in mathematical belief. The results of the analysis are as follows. First, Elementary school preservice teachers generally regard the belief in the nature of mathematics as 'rules and procedures' and emphasize the 'process of inquiry' about the beliefs of learning mathematics. When comparing the beliefs according to gender, there is a significant difference only in the category of 'teacher instruction' among the beliefs of learning mathematics. Second, elementary school teachers generally regard the nature of mathematics as a 'inquiry process' and have a 'student-led' belief about the learning mathematics. There is no significant difference of the belief about the nature of mathematics and learning mathematics between the elementary school teachers by gender and majors. However, when comparing the mathematical beliefs according to educational level, there is a difference in beliefs about the nature of mathematics. Third, comparing the mathematical beliefs of elementary school preservice teachers and elementary school teachers, there is no statistically significant difference between the two groups in the 'rules and procedures' subcategories of the nature of mathematics, but there is a significant difference in 'inquiry process'.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.131-154
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• 2014

The purpose of this study was to examine the effect of essay writing-centered mathematics instruction on problem solving and mathematical deposition in the elementary school. For the present study, two 6th grade classes with equivalent achievement in terms of problem solving and mathematical disposition based on the pretest. A total of 15 mathematics lessons focused on writing activities were administered to the experiment group for two months, while the textbook-based traditional lessons were given to the comparison group. Both quantitative and qualitative methods were adopted to analyze the data. The results of the present study showed that essay writing-centered mathematics teaching is statistically superior that the textbook-based mathematics teaching with respect to students' problem solving and mathematical disposition. In addition, it was evidenced that essay writing-centered mathematics instruction makes an influence on students' perceptions toward essay-based assessment in a positive way.

• Education of Primary School Mathematics
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• v.17 no.3
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• pp.189-203
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• 2014

The purpose of this study was to analyze the strengths and weaknesses resulting from a study of elementary mathematics lessons among in-service teachers and to discuss implications for the direction of improvement of the study on elementary mathematics lessons based on teacher learning community. The results of this study showed that the study on elementary mathematics lessons based on teacher learning community improved teacher knowledge related to teaching mathematics, enhanced teacher's accomplishment and self-esteem, made it possible for participant teachers to teach one another, created atmosphere in which teachers investigated instruction via sustainable and systematic lesson study. However, some limitations were noticed such as regulations by the social norms of the teacher learning community, the influence of an expert teacher, teachers' unprofessional decision making, and lack of systematic evaluation and reflection on lessons. Based on these results, this paper closes with critical implications to enhance teacher learning community.