• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.429-451
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• 2012

This paper examined eight novice elementary teachers' knowledge in terms of the types and sources of students' errors and teaching strategies on plane figures through a questionnaire and teachers' discussion. The teachers tended to predict students' diverse error types, but they attributed the sources of such errors mainly to their characteristics. The analysis of teachers' responses of teaching strategies revealed that they recognized the importance of the teacher's clear explanation and students' own problem-solving, while they were somewhat negative in presenting diverse examples and classifying, drawing, or constructing figures. Building on these results, this paper provides the implications for novice teachers' professional development programs.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.567-580
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• 2013

As integrated essay writing is performed in university entrance examinations, teachers and students recognize the importance of integrated essay, but teachers have still difficulties of teaching methods. The purpose of this study is to derive educational implications through case of mathematics instruction for integrated essay education to pre-service mathematics teachers. The content knowledge of this class is a definition of conic section in mathematics and properties of conic section in an antenna reflector. The students have to discover them using the history of math, manipulative material, paper-folding and computer simulation. In this teaching and learning process the students can realize mathematical knowledge invented by humans through history of mathematics. The students can evaluate the validity of that as create and justify a mathematical proposition. Also, the students can explain the relation between them logically and descript cause or basis convincingly in the process of justifying. We should keep our study to instructional materials and teaching methods in integrated essay education.

• Education of Primary School Mathematics
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• v.19 no.1
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• pp.19-30
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• 2016

This study examined pre-service teachers' pedagogical content knowledge of fraction division in a context where they were asked to write a story problem for a symbolic expression illustrating a whole number divided by a proper fraction. Problem-posing is an important instructional strategy with the potential to create meaningful contexts for learning mathematical concepts, especially when real-world applications are intended. In this study, story problems written by 135 elementary pre-service teachers were analyzed with respect to mathematical correctness. error types, and division models. Patterns and tendencies in elementary pre-service teachers' knowledge of fraction division were identified. Implicaitons for teaching and teacher education are discussed.

• Journal of the Korean earth science society
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• v.25 no.3
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• pp.160-175
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• 2004

This study examined the knowledge and practices of scientific inquiry displayed by three student teachers and two beginning teachers at secondary levels. Observations using the instrument of OTOP designed by the research team of OCEPT (Oregon Collaborative for Excellent in the Preparation of Teachers) generalized similar teaching strategies of scientific inquiry between student and beginning teachers, such as using group work for students' first hand experience, using concrete materials for experimentation or visual tools for demonstration, using questions for factual knowledge mainly without opportunities to understand how scientific knowledge is constructed. Those scientific inquiry activities were very confirmative ones to follow the steps without opportunities of understanding nature of science or nature of scientific inquiry. However, all participants in this study hold knowledge of scientific inquiry envisioned by the National Science Education Standards [NSES] (NRC, 1996), where students identify their hypothesis, use critical and logical thinking, and consider alternative explanations through argumentation as well as experimentation. An inconsistent relationship between participating teachers knowledge and practices about scientific inquiry resulted from their lack of pedagogy skills of implementing it in the classroom. Providing opportunities for these teachers to reflect on their beliefs and practices about scientific inquiry was recommended for the future study. Furthermore, increasing college faculty interest in new teaching approaches for upgrading the content knowledge of student teachers and beginning teachers was recommended as a solution, since those teachers showed evidence of influence by college faculties at universities in their pedagogy skills.

• East Asian mathematical journal
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• v.28 no.4
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• pp.383-401
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• 2012

The purpose of mathematics education includes two important areas; cognitive area that emphasizes mathematical knowledge and understanding and affective area that stresses mathematical interest and attitude. The purpose of mathematics education is not only in acquiring the contents and knowledge but also rousing up interest and attention toward mathematics. Therefore, effort to accomplish this affective purpose has to be made. Introducing history of mathematics to teaching can be a important method for the students to arouse interest and attention toward mathematics. History of mathematics can help the students who are familiar to only manipulation of the symbols to develop a new way of thinking and mathematical thoughts arousing reflective thinking. According to the survey, although the effect of using mathematics history has been recognized, the mathematics history has neither been developed as teaching materials nor reflected in the courses of study. The purpose of this research is to develop the reading materials into suit for the mathematics curriculum to extract contents of the mathematics valuable in using in elementary mathematics teaching, and to investigate the effect of reading materials using the history of mathematics on learning attitude in elementary school. The way of developing materials in this study is as follows. First, to select the interesting and instructive subject for the elementary students such as the story and life of a mathematician, developmental stages of mathematical theory and calculation currently used and finding the patterns of the rules that requires mathematical thoughts. Second, to classify the selected items according to mathematics curriculum. Third, to reorganize the classified items of the appropriate grade with the reading materials of dialogue pattern in order to draw attention and interest from the students I developed 18 kinds materials in accordance with the above procedure and applied 5 materials among them to one class in 4th grade. Analysing the student's responses, First, using history of mathematics helps the students to arouse interest and confidence on mathematical learning attitude. And the students became better attitude of studying by oneself and attention on class. Second, as know by opinions after lesson, most students have a chance refresh one's thinking of mathematics, want to know the other content of history of mathematics and responded to study hard in mathematics. As a result, the reading materials on the basis of the history of mathematics motivates students for mathematics and helps them become confident in mathematics. If the materials are complemented properly, they will be useful and effective for students and teachers.

• The Journal of the Korea Contents Association
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• v.17 no.10
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• pp.472-482
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• 2017

In this study, discrete mathematical items were classified into analytical items and mathematical items were analyzed on the basis of analytic framework items of mathematics and the past items of mathematics subject contents of the period 2011-2017 school year. First, the discrete mathematics evaluation areas and evaluation contents proposed by the Korea Institute for Curriculum and Evaluation should be evenly distributed. Second, the items of measuring metacognitive knowledge as a strategic knowledge on the use of cognitive methods should be given. Third, the ratio of the number of items in discrete mathematics to the number of that was 3.8%~6.8%, and the ratio according to the item weighting was 2.2%~6.3%. Fourth, it is analyzed that all the items are suitable for the evaluation goal and the pre-service math teachers who have faithfully implemented the curriculum have maintained the appropriate level of difficulty to solve. Finally, the content items such as the method of counting the discrete mathematics curriculum, the Recurrence Relation, the generation function, and the graph are matched with the teacher certification examination and the mathematics education curriculum of each teachers college. By these reasons, we conclude that the contribution of pre-service teachers to the motivation of learning is obtained and implications.

• Korean Journal of Child Studies
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• v.27 no.4
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• pp.147-163
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• 2006

The purpose of this study was to investigate whether there are any differences among kindergarten teachers', primary school teachers', and children's mothers's perceptions-belief, knowledge, practice-about the educational articulation between kindergarten and primary school. The results of this study were as follows; First, there were differences among kindergarten teachers, primary school teachers, and mothers about the belief of articulation content. Second, in the knowledge of educational articulation, kindergarten teachers's understandings of the counterpart's curriculum were higher than that of primary school teachers's. Third, in the practice of educational articulation, kindergarten teachers and mothers were focused language and mathematics learning for educational articulation. But primary school teachers were focused school adjustment.

• School Mathematics
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• v.14 no.2
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• pp.255-274
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• 2012

The purpose of this study was to investigate the responses of pre-service elementary school teachers to the task that require to apply mathematics knowledge for teaching and from this investigation to draw some conclusions about teacher education. To do the study, task was to develop teaching materials and devise lesson plan for introducing the concept of plain figure 'kite'. For gathering data, 77 pre-service elementary school teachers were selected from the University of Education located in G city. Several conclusions were drawn as follow: first, task for applying MKT is needed to check whether pre-service teachers can apply. Second, assessment is needed to check what kind of MKT do pre-service elementary school teachers have.

• The Mathematical Education
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• v.61 no.4
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• pp.521-537
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• 2022

The unprecedented COVID-19 pandemic has disrupted, interrupted, and changed the way we normally prepare our teacher candidates in teacher preparation programs. In this paper, we, two mathematics teacher educators (MTEs), reflect our own experiences in appropriating, transforming, reconstructing, and modifying our pedagogies of teacher education in making a transition from face-to-face to online environment during the COVID-19 pandemic. Using a collaborative self-study, we discussed issues, challenges, changes, opportunities, and innovations of teaching an elementary mathematics methods course in the online environment. Using a constant comparison method, we explored the following three themes: (1) using virtual manipulatives; (2) creating collaborative, interactive, and shared learning experiences for preservice teachers; and (3) making preservice teachers engaged in student thinking. These findings indicated that online teaching requires transformative knowledge for teacher educators. Transferring face-to-face to online is not a simple matter of putting the existing content to online; it should focus on pedagogical improvement in teaching mathematics rather than technology's sake or how it can be repurposed in a new online environment in a way that students' learning is optimized. The findings of this study provide implications for unpacking MTEs' technological pedagogical content knowledge (TPACK), creating collaborative learning experiences for preservice teachers, and designing a collaborative self-study between MTEs engaged in the community of professional learning.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.127-150
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• 2021

Recently, in the field of mathematics education, mathematical noticing has been considered as an important element of teacher expertise. The meaning of mathematical noticing is the ability of teachers to notice and interpret significant events among various events that occur in mathematics class. This study attempts to analyze the differences of pre-service secondary teachers' mathematical noticing and confirm the factors that cause the differences between them. To accomplish this, the items on class critiques were established to identify pre-service secondary school teachers' mathematical noticing, and each of 18 pre-service secondary mathematics teachers were required to write a class critique by watching a video in which their micro-teaching was recorded. It was that the teachers' mathematical noticing can be identified by analyzing their critiques in three dimensions such as actor, topic, and stance. As a result, there were differences in mathematical noticing between pre-service secondary mathematical teachers in terms of topic and stance dimensions. The result suggests that teachers' mathematicl noticing can be differentiated by subject matter knowledge, pedagogical content knowledge, curricular knowledge, beliefs, experiences, goals, and practical knowledge.