• Research in Mathematical Education
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• v.21 no.1
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• pp.35-46
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• 2018

In this perspective paper, we present seven elements of the appropriate educator mindset for teaching in the constructivist elementary mathematics classroom. The elements include supporting students as they construct their own understanding, eliminating deficit view of slow learners, setting new understanding and growth as the learning objective, providing opportunities to co-construct meaning with peers, using student contributions as the source of curricular material, encouraging all students to participate in learning, and providing instruction not bounded by time. In our struggles to provide authentic, inclusive elementary classrooms, we hope that our discussion of the educator mindset can increase discourse on constructivism from philosophy to practice in the community of mathematics education and policy makers.

• Research in Mathematical Education
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• v.15 no.3
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• pp.295-310
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• 2011

Teachers' attitudes and beliefs are related to teaching practices and are dependent upon their teaching domain. The present study compares conceptual models of creative student oriented teaching practices of mathematics teachers in two OECD countries, South Korea and Turkey to provide an insight for teacher educators and policy makers. Teaching and Learning International Survey 2008 (TALIS 2008) data are used to test the fit of a path analysis model with a subsample of l337 middle school mathematics teachers ($N_{Korea}$ = 562 vs. $N_{Turkey}$ = 775). The study showed that Turkish teachers were younger and less experienced, whereas Korean teachers were better educated. Despite the statistical differences in attitudes, beliefs and practices between countries, it was found that the teaching practices of mathematics teachers in both countries were more complex than to be explained only through attitudes and beliefs.

• Communications of Mathematical Education
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• v.28 no.4
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• pp.573-588
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• 2014

How will the field of education react to the big data craze that has recently seeped into every aspect of society? To search for ways to use big data in mathematics education, this study first examined the concept of big data and examples of its application, and then pursued directions for future research in two ways. First, changes in the representation and acceptance of data are required because of changes in technology and the environment. In other words, the learning content and methodology of data treatment need to be changed by describing a myriad amount of data visually or by 'analyzing and inferring' data to provide data efficiently and clearly. Additionally, the mathematics education field needs to foster changes in curricula to facilitate the improvement of students' learning capacity in the 21st century. Second, it is necessary to more actively collect data on general education and not merely on teaching or learning to identify new information, pursue positive changes in the teaching and learning of mathematics, and stimulate interest and research in the field so that it can be used to make policy decisions regarding mathematics education.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.149-167
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• 2015

In this study, we estimate the effect of ability grouping on mathematics achievement empirically. We use propensity score matching(PSM) method to minimize selection bias and estimate the effect of ability grouping on the mathematics standard score of Scholastic Ability Test with the KELS(Korea Education Longitudinal Study) 6th stage data. The result indicated that relationship between ability grouping and mathematics achievement is positive and Policy efforts is needed to operate ability grouping effectively.

• The Mathematical Education
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• v.61 no.1
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• pp.179-198
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• 2022

Teaching is delicate, complicated, and demanding work, and especially beginning teachers set forth their difficulties in preparing and implementing mathematics instruction. It is important to ensure the quality of beginning mathematics teachers' instruction above a consistent level because such affirmation justifies the national policy on teacher education as well as the individual efforts of preservice teachers in South Korea. The current study collected mathematics lessons of the two beginning teachers who graduated from the same teacher training institute and worked at the same high school. The findings reported what features their lessons have with regard to the learning environment, engaging students in learning, deepening student learning, and using representations of the edTPA in order to identify what can or cannot be expected in their mathematics instruction. The instruction of the one teacher was assessed middle or more than middle scores throughout the rubrics, but the other one had lower scores. Based on these findings, this study suggested the implications for teacher education in ways of improving the quality of instruction of beginning mathematics teachers.

• World Technopolis Review
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• v.3 no.3
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• pp.153-164
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• 2014

It is recent that STEM (Science, Technology, Engineering and Mathematics) education emerged as a great concern of the U.S. policy makers in terms of securing national and regional competitiveness. However, few attempts to embrace STEM education as a source for sustainable regional growth have been made mainly due to methodological challenges. This paper investigates the role of STEM education in achieving sustainable economic growth. For the purpose of the paper, a U.S. federal workforce development program named Workforce Innovation in Regional Economic Development (WIRED) in Southeastern Virginia that was implemented between 2007 and 2010 is selected and evaluated qualitatively. By identifying three themes as a result of three-stage coding methods, the evaluation results call for particular attention of local policy makers and key stakeholders to STEM education as a source of sustainable long-term economic growth in regions.

• School Mathematics
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• v.4 no.4
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• pp.657-675
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• 2002

This paper is to make strides toward an enriched understanding of the difficulties and issues raised by applying the 7th mathematics curriculum to elementary school classrooms. A general overview of the curriculum is presented in line with teaching and learning methods emphasized in the curriculum. Four classroom episodes are presented in brief in order to diagnose the problems in situating the curriculum in elementary mathematics classrooms. These episodes deal with lessons emphasizing activity rather than its associated concepts or principles, overusing multimedia data, pursuing play rather than its associated thinking, and distributing various individual worksheets in the name of differentiated instructional methods. In addition to the episodes, interview data with elementary school teachers also are presented as needed. This paper discusses two aspects of activating the curriculum into elementary mathematics classrooms. One deals with the issues of the curriculum and textbooks themselves, and the other covers those of research trends on mathematics education and teaching practices. This paper finally emphasizes a collaborative working relation among classroom teachers, mathematics educators, and policy makers with their own places and roles.

• School Mathematics
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• v.5 no.1
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• pp.27-42
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• 2003

The current 7th National Mathematics Curriculum had been developed as a learner-centered curriculum and begun to apply to high school since 2002. This paper discusses issues related to the high school mathematics curriculum application into high school. The mathematics curriculum for grades 11 and 12 was developed primarily as a learner-centered one to provide five elective courses according to the needs of students based on their future occupation and attitudes. Discussion starts with the differences of the five elective courses: the three of them have dependent and sequential structure and the two are totally different with regards to their levels of difficulty and the content they span. It is claimed that the frameworks of the 2005 National Ability Test for the College Entrance and the minimal enrollment requirements of several influential colleges' admission policy make the high school mathematics education very rigid, unflexible, and anti-educational. Several suggestions to recover and imp-rove the high school mathematics education and the spirit of the 7th curriculum are presented.

• The Pure and Applied Mathematics
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• v.27 no.3
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• pp.137-155
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• 2020

Redundancy is commonly employed to improve system reliability. In most situations, components in the standby configurations are assumed statistically similar but independent. In many realistic models, all parts in standby are not treated as identical as they have different failure possibilities. The operational structure of the system has subsystem-1 with five identical components working under 2-out-of-5: G; policy, and the subsystem-2 has two units and functioning under 1-out-of-2: G; policy. Failure rates of units of subsystems are constant and assumed to follow an exponential distribution. Computed results give a new aspect to the scientific community to adopt multi-dimension repair in the form of the copula.

• Journal of Educational Research in Mathematics
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• v.26 no.4
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• pp.819-834
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• 2016

As a method to lead a change in mathematics education, recently reformation of assessment appears as a concept of process-focused assessment. Process-focused assessment is the concept that 2015 revised mathematics curriculum aims for, which is promoted also in policy. This research suggested a significance of process-focused assessment that has not been determined in conceptualization and the practical model. For this, this research investigated the content of the assessment on 2015 revised mathematics curriculum, and explored process-focused assessment based on the recent education assessment theory and research. Also, we suggested a model of practical plan by investigating the condition to perform the process-focused assessment. This research could take a basic role to practice process-focused assessment and investigate the concrete plan in the mathematics class field.