• Communications of Mathematical Education
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• v.35 no.3
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• pp.213-231
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• 2021

This study is intended to investigate contents related to parents' perception and satisfaction level of school mathematics curriculum. Based on the results, this study intended to deduce implications for mathematics education in schools, child education, and parent education. According to the result of the survey, the more positively the parents perceived the value of the mathematics learning, the more positively the child perceived, and the higher the parent's participation rate in mathematics-related education was. In terms of perception of teaching and learning activities, it showed that the willingness to participate in educational programs was lower for the parents of middle and high school students than the parents of elementary school students and the parents of elementary school students also showed higher satisfaction level of school mathematics curriculum. parents have perceived the necessity of teaching and mathematics education to develop artificial intelligence or data analysis skills. It was also found that the parents of middle and high school students' participation experience in education had an effect on the satisfaction level of their children's math teacher's class preparedness. Parents perceived positively to how pragmatic mathematics curriculum can be and provided answers to what they wish in specific mathematics classes in learning methods and future mathematics learning. As this is for educational experts to consider much in-depth in the future, this study suggested the need for diverse parents' education related to mathematics including the expansion of mathematics education with parents' participation, the creation of a mathematics learning environment for future mathematics learning.

• Journal of the Korean School Mathematics Society
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• v.8 no.1
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• pp.55-75
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• 2005

As part of development research of a gender-neutral mathematics program, this paper provides a discussion of the fearures of the developed mathematics program. Based on the theory of feminist pedagogy and critical theories about women' ways of knowing, this mathematics program for girls pursues the mathematical empowerment of girls. Specifically, this mathematics program facilitates girls' awareness of their mathematical potentials, encourage them to position women at a center of mathematics in order for th equity in mathematics education. For the purpose, this program emphasizes constructive learning through girls' active participation. Thus, the instructions will value girls' own cognitive resources such as their experiential knowledge and ways of mathematical justification and provide an environment to support the growth of girls' own mathematical potential. This developmental research will be furthered to the systematic program evaluation to extend this program to support the equity for the marginalized poppulations as well as girls in mathematics education.

• Journal of Educational Research in Mathematics
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• v.11 no.1
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• pp.11-35
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• 2001

Many teachers report familiarity with and adherence to reform ideas, but their actual teaching practices do not reflect a deep understanding of reform. Given the challenges in implementing reform, this study intended to explore the breakdown that may occur between teachers' adoption of reform objectives and their successful incorporation of reform ideals. To this end, this study compared and contrasted the classroom social norms and sociomathematical norms of two United States second-grade teachers who aspired to implement reform. This study is an exploratory, qualitative, comparative case study. This study uses the grounded theory methodology based on the constant comparative analysis for which the primary data sources were classroom video recordings and transcripts. The two classrooms established similar social norms including an open and permissive learning environment, stressing group cooperation, employing enjoyable activity formats for students, and orchestrating individual or small group session followed by whole group discussion. Despite these similar social participation structures, the two classes were remarkably different in terms of sociomathematical norms. In one class, the students were involved in mathematical processes by which being accurate or automatic was evaluated as a more important contribution to the classroom community than being insightful or creative. In the other class, the students were continually engaged in significant mathematical processes by which they could develop an appreciation of characteristically mathematical ways of thinking, communi-eating, arguing, proving, and valuing. It was apparent from this study that sociomathematical norms are an important construct reflecting the quality of students' mathematical engagement and anticipating their conceptual learning opportunities. A re-theorization of sociomathematical norms was offered so as to highlight the importance of this construct in the analysis of reform-oriented classrooms.

• School Mathematics
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• v.12 no.2
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• pp.151-176
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• 2010

This research aims to conduct the teaching experiment based on the constructivism to elementary preservice teachers and report on how they construct and develop the mathematical knowledge on ratio concept. Furthermore, this research aims to examine the significances and difficulties of "constructivist teaching experiment" which are conceived by elementary preservice teachers. As the results of this research, I identified the possibilities and limits of mathematical knowledge construction by elementary preservice teachers in the "constructivist teaching experiment". And the elementary preservice teachers pointed out the significances of "constructivist teaching experiment" such as the experience of prior thinking on the concept to be learned, the deep understanding on the concept, the active participation to the lesson, and the experience of learning process of elementary students. Also they pointed out the difficulties of "constructivist teaching experiment" such as the consumption of much time to carry out the constructivist teaching, the absence of direct feedbacks by teacher, and the adaption on the constructivist lesson.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.619-633
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• 2010

To offer insights in organizing professional development programs to promote teachers' substantial ongoing learning, this paper provides an overview of situative perspectives in terms of cognition as situated, cognition as social, and cognition as distributed. Then, it describes research findings on how mathematics teachers can enhance their knowledge and thus improve their instructional practices through participation in a professional development program that mainly provides opportunities to learn and analyze students' mathematical thinking and to perform mathematical tasks through which they interpret the understanding of students' mathematical thinking. Further, it shows that a knowledge of students' mathematical thinking is a powerful tool for teacher learning. In addition, it suggests that teacher-researcher and teacher-teacher collaborative activities influence considerably teachers' understanding and practice as such collaborations help teachers understand new ideas of teaching and develop innovative instructional practices.

• Education of Primary School Mathematics
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• v.17 no.1
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• pp.41-56
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• 2014

The purpose of this study was to investigate how Storytelling in Mathematics Instruction effects students' mathematical communication apprehension. In order to do this, I selected two grade six classes with no significant difference on the Communication Apprehension(CA) test. I applied normal story telling and digital story telling to each of the classes for ten weeks then analyzed the effects through the post CA test. As a result, for Normal Storytelling Class (NSC), there was no meaningful difference in the ex ante and ex post CA test results. However, for Digital Storytelling Class (DSC), there was a meaningful difference in regards to the communication apprehension subgroup. Also, between the two NSC and DSC groups' post CA results, there was a meaningful difference in mathematics lesson and subgroup factors. Consequently, these results suggest the appliance of Digital Storytelling helps lower CA in $6^{th}$ graders participation in math class and subgroup.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.1
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• pp.93-114
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• 2018

The purpose of this study was to analyze mathematical the effects of problem posing activities on students' characteristics toward mathematics to encourage active learning. We will also examine various examples of the characteristics of the problems made by students with different mathematical characteristics. We chose one 6th grade group to conduct this research. From the results of this study, we obtained the following conclusions. First, problem posing activities are effective in improving students' mathematical interest and confidence, value recognition. Second, Students with different mathematical characteristics showed different results in problem posing activities. We confirmed the effectiveness of problem posing activities on students' positive characteristics of mathematics. In this regard, we were able to confirm examples of various problems that students made. In the future, we would like to propose generalization by conducting research on students of various school ages.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.121-139
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• 2011

This study conducted experimental problem posing activities using real-life materials. This study investigated the changes on students' mathematical thoughts and attitudes through the activities. This study is conducted via participation of students in a 5th grade class of N elementary school located in Daegu city. As a qualitative case study, this study focused on processes of problem posing rather than results. The problems applying new situations appear, and the used mathematical terms, units, and figures became more practical. The numbers of problems made are increased gradually, and more complex conditions are added as activities are performed. Most of the students revealed interests about problem making activities.

• Education of Primary School Mathematics
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• v.4 no.2
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• pp.111-125
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• 2000

This paper presents cross-national perspectives on challenges in implementing current mathematics education reform ideals. This paper includes detailed qualitative descriptions of mathematics instruction from unevenly successful second-grade classrooms both in Koran and in the U. S with regared to reform recommendations. Despits dramatic differences in mathematics achivement between Korean and the U.S student. problems in both countries with regard to mathematics education are perceived to be very similar. The shared problems have a common origin in teacher-centered instruction. Educational leaders in both countries have persistently attempted to change the teacher-centered pedagogy to a student-centered approach. Many teachers report familiarity with and adherence to reform ideas, but their actual classroom teaching practices do not reflect the full implications of the reform ideals. Given the challenges in implementing reform, this study explored the breakdown that may occur between teachers adoption of reform objectives and their successful incorporation of reform ideals by comparing and contrasting two reform-oriented classrooms in both countries. This comparison and contrast provided a unique opportunity to reflect on possible subtle but crucial issues with regard to reform implementation. Thus, this study departed from past international comparisons in which the common objective has been to compare general social norma of typical mathematics classes across countries. This study was and exploratory, qualitative, comparative case study using grounded theory methodology based on constant comparative analysis for which the primary data sources were classroom video recordings and transcripts. The Korean portion of this study was conducted by the team of four researchers, including the author. The U.S portion of this study and a brief joint analysis were conducted by the author. This study compared and contrasted the classroom general social norms and sociomathematical norms of two Korean and two U.S second-grade teachers who aspired to implement reform. The two classrooms in each country were chosen because of their unequal success in activating the reform recommendation. Four mathematics lessons were videotaped from Korean classes, whereas fourteen lessons were videotaped from the U.S. classes. Intensive interviews were conducted with each teacher. The two classes within each country established similar participation patterns but very different sociomathematical norms. In both classes open-ended questioning, collaborative group work, and students own problem solving constituted the primary modes of classroom participation. However in one class mathematical significance was constituted as using standard algorithm with accuracy, whereas the other established a focus on providing reasonable and convincing arguments. Given these different mathematical foci, the students in the latter class had more opportunities to develop conceptual understanding than their counterparts. The similarities and differences to between the two teaching practices within each country clearly show that students learning opportunities do not arise social norms of a classroom community. Instead, they are closely related to its sociomathematical norms. Thus this study suggests that reform efforts highlight the importance of sociomathematical norms that established in the classroom microculture. This study also provides a more caution for the Korean reform movement than for its U.S. counterpart.

• East Asian mathematical journal
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• v.31 no.2
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• pp.275-299
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• 2015

The purpose of this study is to provide an opportunity for better understanding and application of 2009 revised elementary school mathematics textbooks through survey data and focus group interview on structures of textbooks. First, We collect online survey results which 2333 elementary school teachers participated. Next, We interview focus group(8 teachers) about shapes of textbooks, quantity of learning contents, activities and problems for evaluation in the mathematics lessons. Storytelling is especially issued in the 2009 revised mathematics curriculum. We intensively discuss learning and teaching methods with application of storytelling textbooks; interests of students, role of storytelling textbooks etc. As results of analysis, the positive rate to use the 2009 revised textbooks is relatively high about shapes and activities of textbooks. But there is more considered about storytelling method. Storytelling may be positive on improvement of learning interests and participation of students. In order to develop these advantages, studies in relation of storytelling are more proceeded and teaching materials for teachers are required effectively in order to applicate to the elementary school.