• Title/Summary/Keyword: mathematics instruction

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The effect of academic achievement and affective domain on learning-centered DIY mathematics instruction (배움중심 DIY 수학 수업이 학업성취도 및 정의적 영역에 미치는 효과)

  • An, Jong Su
    • East Asian mathematical journal
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    • v.38 no.2
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    • pp.215-240
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    • 2022
  • In this study, we proposed a learning-centered DIY mathematics instruction for students to actively design instructions and developed important competencies. The research problems of this study were as follows. First, how did learning-centered DIY mathematics instruction affect math academic achievement? Second, how did learning-centered DIY mathematics instruction affect the affective domain? Third, what was the reaction of students to the implementation of the learning-centered DIY mathematics instruction? For this purpose, this study was conducted with 58 students in 2 classes of 2nd grade of 00 High School located in 00 Metropolitan City. As a result of the study, first, it could be seen that the study group that taught the learning-centered DIY mathematics instruction was very helpful in the change of mathematics academic achievement compared to the comparative group who taught the explanatory instruction based on traditional textbooks. Second, the research group showed a significant improvement in the affective domain compared to the comparison group. Third, the responses of the students in the research group through the learning-centered DIY mathematics instruction improved in a positive direction, and there were some negative responses.

Prospective Elementary School Teachers' Conception on Good Mathematics Instruction (예비 초등 교사의 좋은 수학 수업에 대한 인식)

  • Pang, Jeong-Suk
    • The Mathematical Education
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    • v.51 no.2
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    • pp.145-160
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    • 2012
  • Prospective teachers need to have an opportunity to critically examine their initial perception with regard to effective mathematics instruction during the teacher education period. This study analyzed the perception in relation to good mathematics instruction by a total of 265 prospective teachers from four institutes for elementary teacher education using a survey. The results of this study showed that the pre-service teachers regarded learner, teaching and learning method, selection of content, and construction of curriculum as important for high-quality mathematics instruction. However, they revealed relatively low levels of agreement against the importance of instructional materials, classroom environment and atmosphere, and assessment. On the basis of teachers' perception on each element of effective mathematics instruction, this paper raises issues for discussion and includes some implications for teacher education.

Two Beginning Teachers' Epistemic Discursive Moves and Goals in Small Groups in Mathematics Instruction

  • Pak, Byungeun
    • Research in Mathematical Education
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    • v.24 no.3
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    • pp.229-254
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    • 2021
  • Students' participation in epistemic practices, which are related to knowledge construction on the part of students, is becoming a crucial part of learning (Goizueta, 2019). Research on epistemic practices in science education draws attention to teachers' support of students to engage in epistemic practices in mathematics instruction. The research highlights a need for incorporating epistemic goals, along with conceptual and social goals, into instruction to promote students' epistemic practices. In this paper, I investigate how teachers interact with students to integrate epistemic goals. I examined 24 interaction excerpts that I identified from six interview transcripts of two beginning teachers' mathematics instruction. Each excerpt was related to the teachers' talk about their specific interaction(s) in a small group. I explored how each teacher's discursive moves and goals were conceptual, social, and epistemic-related as they intervened in small groups. I found that both teachers used conceptual, social, and epistemic discursive move but their discursive moves were related only to social and social goals. This paper suggests supporting teachers to develop epistemic goals in mathematics instruction, particularly in relation to small groups.

Current State and Prospect of Research about Mathematics Instruction in Korea (우리나라 수학 수업 연구의 현황과 전망)

  • Kim, Dong-Won
    • Journal of Educational Research in Mathematics
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    • v.20 no.2
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    • pp.121-143
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    • 2010
  • In this article, I reviewed current state of researches about mathematics instruction in Korea and sought ways and methodologies of future research. I analyzed articles which were published after year 2000 and were targeted to mathematical instruction itself. After collecting articles, I classified them according to research subject, method and analysis framework, purpose and focus, research perspective and keyword. Subsequently, I analyzed tendency of each research and theoretical framework of them. Based on upper results, I drew directivity of mathematics instruction research at two aspects. First, I found and suggested elements with which framework of mathematics instruction analysis should equip. Secondly, I explored main tasks of mathematics instruction research.

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A Structural Approach for the Construction of the Open Instruction Model in Mathematics (열린 수학 수업 모델 구성을 위한 구조적 접근)

  • 백석윤
    • Journal of Educational Research in Mathematics
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    • v.8 no.1
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    • pp.101-123
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    • 1998
  • The purpose of this study is to construct the "open" instructional model that might be used properly in mathematics classroom. In this study, the core philosophy of "openness" in mathematics instruction is looked upon as the transference itself from pursuing simply strengthening the function of instruction such as effectiveness in the management of educational environment into the understanding of the nature of mathematics learning and the pursuing of true effectiveness in mathematics learning. It means, in other words, this study is going to accept the "openness" as functional readiness to open all the possibility among the conditions of educational environment for the purpose of realizing maximum learning effectiveness. With considering these concepts, this study regards open mathematics education as simply one section among the spectrum of mathematics education, thus could be included in the category of mathematics education. The model for open instruction in mathematics classroom, constructed in this study, has the following virtues: This model (1) suggests integrated view of open mathematics instruction that could adjust the individual and sporadic views recently constructed about open mathematics instruction; (2) could suggest structural approach for the construction of open mathematics instruction program; (3) could be used in other way as a method for evaluation open mathematics instruction program.thematics instruction program.

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Perceptions of pre-service mathematics teachers' teaching practicum and difficulties of mathematics instruction (예비수학교사들의 학교현장실습에 대한 인식과 수학수업에서 겪는 어려움)

  • Shim, Sang Kil;Lee, Kang Sup
    • The Mathematical Education
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    • v.52 no.4
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    • pp.517-529
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    • 2013
  • The purpose of this study is to investigate pre-service teachers' perceptions and their difficulties of mathematics instruction. Pre-service teachers have positive perceptions about teaching students and teaching profession through teaching practicum. In addition, they have perceived that teaching practicum can enhance teaching methods for their students. Especially, they suggested that cooperating teachers' instruction and mathematics teachers and their colleagues' classroom observation are important factors to improve their teaching methods. In other hands, they have difficulties in application of questions encouraging mathematical thinking, attention concentration considering students' interest and planning and performing for mathematics instruction class according to levels of students' study abilities. Based upon this study's findings, teacher education institutes should make efforts to alleviate difficulties in mathematics instruction through effective teaching practicum such as regular reflection activities for their classes, programs development associated with schools, pre-training and education programs for guidance teachers.

An Analysis of the Levels of Prospective Teachers' Comments on Elementary Mathematics Instruction (예비교사의 초등 수학 수업에 대한 비평 수준 분석)

  • Pang, Jeongsuk;Sunwoo, Jin
    • Journal of Elementary Mathematics Education in Korea
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    • v.19 no.4
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    • pp.625-647
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    • 2015
  • How a pre-service teacher understands and comments on mathematics instruction can serve as the foundation of her teaching expertise. Given that prospective teachers observe demonstrative mathematics teaching implemented by an in-service teacher and make a comment on it during their practicum period, this paper specified the levels of their ability in commenting on mathematics instruction and explored the characteristics of such levels. It is significant that this paper provides a systematic and comprehensive analysis of such levels in terms of topic, agent, stance, evidence, and alternative perspective. The results of this study showed that the commenting levels may be classified by Level 1 (fragmentary), Level 2 (inspective), and Level 3 (analytical), and that the most frequent level of this study was at Level 2. Multiple regression analysis demonstrated that stance is the most influential in determining the levels of comments among their analytic components. An analysis of the participants' anecdotes showed that the experience of observing demonstrative teaching during the practicum may have impact on the belief of mathematics instruction and self-image as a teacher. Building on these results, this paper provides implications of teacher preparation programs to enhance prospective teachers' ability to analyze elementary mathematics lessons.

Effective Mathematics Instruction - Comparison of Conception by Elementary and Secondary School Teachers - (좋은 수학 수업에 대한 교사들의 인식 - 초.중등 교사의 인식 비교를 중심으로 -)

  • Pang, Jeong-Suk;Kwon, Mi-Sun
    • Communications of Mathematical Education
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    • v.26 no.3
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    • pp.317-338
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    • 2012
  • This paper compared and contrasted the views of effective mathematics instruction by 223 elementary school teachers and 151 middle school mathematics teachers using a questionnaire with 4 main domains (i.e., curriculum and content, teaching and learning, classroom environment and atmosphere, and assessment) and a total of 48 sub-elements. The analysis of results showed that elementary school teachers put their priority on the curriculum and content domain, while middle school counterparts did on the teaching and learning domain. The teachers commonly agreed with instruction which fosters students' self-directed learning ability, reconstructs the curriculum tailored to students' diverse levels, and establishes appropriate interaction between the teacher and students. However, elementary school teachers agreed more than middle school teachers with regard to the 23 elements related to effective mathematics instruction. In contrast, middle school teachers agreed more than their counterparts as for only 2 elements (instruction fostering mathematical representation and instruction eliciting students' learning motivation). This paper includes suggestions and implications related to Korean teachers' perception of effective mathematics instruction.

An Analysis of Good Mathematics Instruction by Key Instructional Elements of Measurement (측정 영역의 핵심 교수.학습 요소에 의한 좋은 수학 수업 분석)

  • Pang, Jeong-Suk;Kim, Jeong-Won;Kim, Hye-Jeong
    • Education of Primary School Mathematics
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    • v.15 no.2
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    • pp.77-89
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    • 2012
  • Considerable efforts have been attempted to identify what makes high-quality mathematics instruction, including diversity and variability across different educational systems and cultural contexts. As the instructional elements related to effective mathematics teaching can be commonly applied to different content domains, they may be efficient in selecting such teaching. However, such elements may not reflect on the specific but essential features of each domain. This paper compared and contrasted two sets of measurement teaching practices, which were recognized as good instruction, in terms of how the key elements of measurement domain were implemented. As such this paper is expected to accumulate significant knowledge about elements of effective mathematics instruction that are specialized in a particular content domain of measurement. This paper suggests that domain-specific approach be considered in studying good mathematics teaching.

An analysis of teacher effects on fourth-grade students' attitudes toward mathematics based on TIMSS 2011 results (TIMSS 2011 결과에 나타난 초등학교 4학년 학생들의 수학에 대한 정의적 태도와 교사 변인과의 관계 분석)

  • Kim, Seong Hee
    • The Mathematical Education
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    • v.54 no.2
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    • pp.195-206
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    • 2015
  • The purpose of this study is to examine the effects of teacher on fourth-grade students' attitudes toward mathematics using data from TIMSS 2011. Students' attitudes toward mathematics included interest in learning mathematics, interest in mathematics lessons, and confidence in their mathematics ability. Teacher factors included mathematics professional development, confidence in teaching mathematics, teacher-centered mathematics instruction, and enhancing student mathematical thinking. The two level Hierarchical Linear Model was employed to analyze the relationship between teacher factors and student attitudes. Results showed that teacher-centered mathematics instruction significantly and positively predicted students' confidence about their mathematics ability. The findings suggest that school systems and mathematics educators need to provide teachers with the curriculum, assessment, and research-based practices and knowledge to overcome the obstacles to change their mathematics classroom.