• Title/Summary/Keyword: in-service mathematics teacher

Search Result 243, Processing Time 0.019 seconds

The effects of secondary pre-service math teacher' belief for 「Studies in mathematics education」 instruction (「수학교과교육론」 수업이 예비 중등 수학교사의 수학 및 수학교육에 대한 신념에 미치는 효과)

  • Lee, Jong Hak;Choi, Jae Ho
    • East Asian mathematical journal
    • /
    • v.29 no.2
    • /
    • pp.169-187
    • /
    • 2013
  • The purpose of this study is to analyze whether mathematics education course can improve secondary pre-service math teacher' belief and correlation on pre-service math teacher' belief and mathematics education achievement. In order to achieve this purpose, the test was conducted to the subject of 34 pre-service secondary math teachers of the grade 2 and grade 4 who were chosen from H university in D city and we analyzed the results. Findings on this study are as follows. First, there was meaningful difference in the pre-service math teacher' belief with significant level of 0.05. This proved that mathematics education course was effective on improving pre-service math teacher' belief. Second, there was not meaningful correlation in the pre-service math teacher' belief and mathematics education achievement.

Development of Curriculum on Probability and Statistics for Training of Mathematics Teacher of Secondary Schools (중등 교사 양성을 위한 확률과 통계 영역의 교육과정 개발)

  • 이강섭
    • The Mathematical Education
    • /
    • v.42 no.4
    • /
    • pp.561-577
    • /
    • 2003
  • Because statistical concepts are important parts in school mathematics, mathematics teachers have trained by special education model. In this study, a desirable direction of curriculum on probability and statistics at pre-service for mathematics teacher is considered. We proposed four subjects as Exploration and Analysis of Data for Mathematics Teacher, Probability and Statistics I, II for Mathematics Teacher and Statistical Software for Mathematics, and suggested the constituents and something being kept in mind for each subject.

  • PDF

Using portfolio for professional development of pre-service mathematics teachers (중등수학 예비교사의 전문성 발달을 위한 포트폴리오 활용)

  • Lee, BongJu
    • The Mathematical Education
    • /
    • v.52 no.2
    • /
    • pp.175-190
    • /
    • 2013
  • The purpose of this article is to suggest using portfolio for professional development of secondary pre-service mathematics teachers based on actual application case. To achieve this goal, 28 pre-service mathematics teachers developed their own portfolios in the regular study course for one semester under the pre-planned components of portfolio. Then they participated in the survey of their beliefs in mathematics and mathematics education and in the structured interview for drawing implications of using a pre-service mathematics teacher portfolio. According to the collected data, developing a pre-service mathematics teacher portfolio made a significant difference in beliefs of mathematics teachers' roles and showed the potential to improve the professional development of pre-service mathematics teachers as well as their learning. Continued investigation for more effective components of a pre-service mathematics teacher portfolio would be needed.

A Study on Utilization of Teaching Portfolio for Effective Teaching Practicum of Pre-Service Mathematics Teacher (중등예비수학교사의 효과적인 교육실습을 위한 수업 포트폴리오 활용방안 연구)

  • Kang, Hyun-Young
    • Journal of Educational Research in Mathematics
    • /
    • v.26 no.2
    • /
    • pp.225-246
    • /
    • 2016
  • Teaching competence is the best part of mathematics teachers's competence. It need to make instruction plan by oneself, systematic self-reflection and improvement in instruction performance for development of teaching competence of pre-service mathematics teacher. So teaching practicum is the necessary process to teaching experience. Therefore, the aim of this study is to develop an component and application procedure of Teaching portfolio for improvement teaching component of pre-service mathematics teacher in teaching practicum. It is effective in improving teaching component of pre-service mathematics teacher after make Teaching portfolio for improvement teaching component in teaching practicum.

Inductive Analysis Approach on Middle Grade Mathematics Pre-Service Teachers' Teaching Philosophies (중등 예비 수학 교사의 교육철학에 대한 귀납적 분석)

  • Han, Sunyoung
    • Journal of Educational Research in Mathematics
    • /
    • v.25 no.4
    • /
    • pp.599-615
    • /
    • 2015
  • Teachers' philosophies have not been emphasized enough in the current teacher education curriculum even though teacher's philosophy palys a critical role in schools and classrooms. The examination on pre-service teachers' teaching philosophies is necessary to improve teacher education curriculum so that teaching philosophies are often discussed in the courses of 'pedagogical content knowledge' as well as 'general education.' Therefore, the current study investigated 44 pre-service teachers' teaching philosophies, their sub domains, and relationships among the sub domains. The previous studies regarding mathematics teacher's teaching philosophy were more about 'teacher's belief' and employed deductive inference approach using surveys or questionnaires. These studies commonly pointed out that there were three major domains of 'belief on mathematics itself,' 'belief on teaching mathematics,' and 'belief on learning mathematics.' As these three domains of teacher's philosophy has been strengthened, there were very few studies examining the other potential domains of teacher's teaching philosophy. According to the findings of the present study, which employed inductive inference approach and pre-service teachers' free essay writing assignment, 'belief on teacher's role in mathematics classroom,' 'belief on the purpose of mathematics education,' and 'motivation to be a mathematics teacher' were additionally illuminated as sub domains of teacher's teaching philosophy. Moreover, the interrelationship among the sub-areas of teacher's teaching philosophy was disclosed. Specifically, 'belief on the purpose of mathematics education' and 'motivation to be a mathematics teacher' influenced the other sub domains. This implies that the relationships among the sub domains of teacher's teaching philosophy were more likely to be causal and vertical relationships rather than independent and parallel relationships. Finally, the findings from the current study provide implications indicating how pre-service teachers' teaching philosophies might be established in mathematics education courses for future research and education.

Educational Effects of Pre-service Mathematics Teacher's Teaching Experiment on Problem Solving Process (예비수학교사의 문제해결 지도 실행의 교육적 효과)

  • Kim, Nam-Hee
    • Journal of the Korean School Mathematics Society
    • /
    • v.11 no.2
    • /
    • pp.159-175
    • /
    • 2008
  • The purpose of this study is to investigate the educational effects of pre-service mathematics teacher's teaching experiment on problem solving process and to give some suggestions in teacher training curriculum. The central theoretical background of this study is Palya's mathematical problem solving theory. In this study, we selected 21 pre-service mathematics teachers as research subject. And we conducted classroom activity that is constructing their problem-solving teaching design. We collected research data as observation materials, documents, video-service records etc. From these research data, we analysed that pre-service mathematics teacher's teaching experiment on problem solving process showed many significant educational effects. Therefore, we proposed that we need to serve many opportunities of teaching experiment on problem solving process to pre-service mathematics teacher in teacher training curriculum.

  • PDF

Effects of Statistics and Statistical Education Course on Elementary Pre-service Teacher's Statistical Attitudes (통계학과 통계교육 강의가 초등 예비교사들의 통계적 태도에 미치는 효과)

  • Lee, Jong Hak;Kim, Sang Lyong;Choi, Jae Ho
    • East Asian mathematical journal
    • /
    • v.31 no.4
    • /
    • pp.547-568
    • /
    • 2015
  • The purpose of this study is to analyze whether statistics and statistical education of intensive courses at the teachers college can improve elementary pre-service teacher' statistical attitudes. Findings on this study are as follows: First, there was meaningful difference in the elementary pre-service teacher' attitudes with significant level of 0.05. This proved that statistics and statistical education of intensive courses at the teachers college was effective on improving elementary pre-service teacher' attitudes. Second, there was meaningful difference in the pre-service math teacher' conception in the 2009 reformed curriculum for elementary mathematics.

Pre-Service Secondary Mathematics Teacher Education Program for Technology Integrated Curriculum: The Present and Tasks (테크놀로지 통합을 위한 예비 중등수학교사교육: 현황과 과제)

  • Chang, Kyung Yoo
    • Journal of Educational Research in Mathematics
    • /
    • v.27 no.1
    • /
    • pp.137-156
    • /
    • 2017
  • This study was designed to gain insights into investigating pre-service secondary mathematics teacher education for technology integrated curriculum. The progressive expansion of supporting system for those education in US, TPACK, teacher belief, and analysis frameworks for teacher education program were explored. A survey on the technology courses in 42 mathematics education departments was analysed. Technology courses were not opened in 1/3 of the departments because of the lack of lecturers or objection of the faculty members. Common visions as well as curriculum realignment, financial supports are required for implementing technology integrated mathematics education

Changes in Teacher Efficacy Beliefs in Mathematics of Elementary Pre-service Teachers during Student Teaching (교육실습 과정에서 나타난 초등예비교사의 수학에 대한 교사 효능 신념의 변화)

  • Lee, YoungHye;Kwon, JongKyum;Lee, BongJu
    • Journal of Educational Research in Mathematics
    • /
    • v.23 no.4
    • /
    • pp.407-422
    • /
    • 2013
  • The purposes of this study are to investigate the change in the teacher efficacy beliefs of elementary pre-service teachers in mathematics during the student teaching, and to suggest the direction of the student teaching program for improving the pre-service teachers' efficacy beliefs in mathematics. For this, 93 elementary pre-service teachers participated. After the 4 weeks of practice, any changes in their teacher efficacy beliefs in mathematics were analyzed and the positive and negative causes of the differences were discussed. Consequently, their teacher efficacy beliefs in mathematics meaningfully decreased. The analysis of the cause of the decrease indicated that the teacher efficacy beliefs in teaching mathematics, rather than in the management of their mathematics class, meaningfully decreased. The meetings with the subjects also revealed that they had more negative experience with class teaching and were not able to gain much positive experience with it after all.

  • PDF

Journal Writing in Pre-service Mathematics Teacher Education (예비교사 교육에서 수학 학습 일지 쓰기의 적용)

  • Kim, Sun-Hee
    • Journal of Educational Research in Mathematics
    • /
    • v.19 no.2
    • /
    • pp.289-306
    • /
    • 2009
  • In this study, pre-service teachers who would be mathematics teachers of secondary school wrote the journal about learning mathematics. Journal writing helped pre-service teachers' math learning. Pre-service teachers could think mathematics reflectively, inquire it, represent their affectivity, plan the self-directed learning, and have the records of learning. They considered the educational issues as instructional methods, organization and management of instruction, assessment, and attitude of teacher. As well, they thought that journal writing was important in learning mathematics and how they would apply their students. Journal writing was meaningful to pre-service teacher education in cognitive and situative aspects.

  • PDF