• Title/Summary/Keyword: mathematics instruction

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An Experienced Teacher's Representations of Beliefs and Knowledge in Mathematics Instruction (수학 수업에 표현된 수학 교사의 신념과 지식)

  • Kim, Goo-Yeon
    • School Mathematics
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    • v.11 no.3
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    • pp.335-349
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    • 2009
  • The purpose of this study is to explore how a mathematics teacher's beliefs about mathematics and teaching and learning and mathematics and how such beliefs are related to her knowledge manifested in her mathematics instruction. The study illustrates images of teaching practice of an American mathematics teacher in middle grades mathematics classrooms. Results suggest that the teacher seems consistent in teaching in terms of her beliefs about mathematics and learning and teaching mathematics in some degrees. In particular, the teacher's beliefs affected the ways in which mathematics teacher organized and structured her lessons.

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An Analysis on Elementary School Teachers' Concern and Implementation of Differentiated Instruction of Mathematics (초등학교 수학과 수준별 수업에 대한 교사들의 관심도와 실행형태 분석)

  • Yang, Mu-Yhol;Kim, Hye-Na;Kim, Eun-Ju;Kim, Dae-Hyun
    • Journal of Fisheries and Marine Sciences Education
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    • v.25 no.2
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    • pp.321-340
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    • 2013
  • The purpose of this study was to investigate elementary school teachers'concern and implementation of differentiated instruction of mathematics. To achieve the purpose, this study applied measurements of CBAM, including Stages of Concern Questionnaire and Innovation Configurations Checklist, to 133 elementary school teachers. The results indicated that most teachers were in awareness stage, which meant they had little concern on differentiated mathematics instruction. As well as, analysis on innovation configurations revealed that b and c variation, each referred to fidelity to and deviance from national curriculum standard relatively, were dominant in their instruction. Based on the results, the study suggested implications on future policies and teacher training for differentiated mathematics instruction.

Extending Interactions through Communicative Technology: Bridging Mathematics Classrooms via Skype

  • Yeo, Sheunghyun
    • Research in Mathematical Education
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    • v.21 no.1
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    • pp.15-34
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    • 2018
  • This paper describes how communicative technology between two classrooms located in different sociocultural contexts was used to support mathematics instruction. I analyzed what interactions emerged using the communicative technology, how sociocultural differences were leveraged to construct mathematical knowledge, and how students built this knowledge together across urban and rural classrooms. The results show that reciprocal interactions emerged. Teachers co-designed lesson plans and tasks with consideration of the different classroom social contexts. Based on those teachers' interactions, students had opportunities to justify their ideas and to prepare answers before the connected discussions, and a wide spectrum of ideas was synthesized as collaborative knowledge. These findings suggest that communicative technology has the potential to enhance learning opportunities for students across different social contexts.

An Analysis of the Characteristics of Effective Mathematics Instruction in the Elementary School (초등학교 우수 수업 동영상에 나타난 좋은 수학 수업의 특징 분석)

  • Pang, JeongSuk;Kwon, Misun;Kim, Jeongwon
    • Journal of Elementary Mathematics Education in Korea
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    • v.16 no.3
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    • pp.403-426
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    • 2012
  • This paper analyzed 20 teaching practices of elementary mathematics lessons which were recognized as effective instruction by the local educational offices throughout Korea, using an analytic framework with 4 main domains (i.e., curriculum and content, teaching and learning, classroom environment and atmosphere, and assessment) and a total of 44 sub-elements. The results of this study showed that the lessons focused on the key mathematics concepts according to the national mathematics curriculum and learning objectives, managed students in terms of shared rules within each classroom, and evaluated students' understanding of the concepts at the end of the lesson. However, the lessons did not foster students' calculation skills and only partly used either technology or game. Building on the related studies, this paper included implications of implementing high-quality mathematics instruction.

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Analysis of problem posing activity of fifth grade students (초등학교 5학년 학생들의 문제 만들기 활동 분석)

  • Sung, Chang-Geun;Lee, Nam kyung;Lee, Dae Hyun
    • Education of Primary School Mathematics
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    • v.20 no.3
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    • pp.193-204
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    • 2017
  • The purpose of the study was to investigate and develop a practical approach to integrating student-driven mathematical problems posing in mathematics instruction. A problem posing activity was performed during regular mathematics instruction. A total of 540 mathematical problems generated by students were recorded and analysed using systemic procedures and criteria. Of the problems, 81% were mathematically solvable problem and 18% were classified as error type problems. The Mathematically solvable problem were analysed and categorized according to the complexity level; 13% were of a high-level, 30% mid-level and 57% low-level. The error-type problem were classified as such within three categories: non-mathematical problem, statement or mathematically unsolvable problem. The error-type problem category was distributed variously according to the leaning theme and accomplishment level. The study has important implications in that it used systemic procedures and criteria to analyse problem generated by students and provided the way for integrating mathematical instruction and problem posing activity.

Understanding and predicting elementary teachers' intention to change in mathematics instruction (초등교사의 수학과 수업 개선 의지의 예측과 이해)

  • 오영열
    • Journal of Educational Research in Mathematics
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    • v.13 no.3
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    • pp.267-286
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    • 2003
  • The purpose of this study was to understand the structures underlying Korean elementary teachers' attitudinal beliefs toward reform-oriented mathematics instruction and predict their intentions to change traditionally-oriented teaching practice. The theory of planned behavior (TPB) developed by Fishbein and Ajzen provided a conceptual framework for the examination of factors that influence Korean teachers' beliefs, attitudes, subjective norms and perceptions of control factors. Data were gathered through a survey instrument from 281 teachers who teach mathematics in a metropolitan city of Korea. Descriptive statistics and multiple regression analyses were conducted to analyze the data. Findings indicate that Korean elementary teachers' change in Instructional practice is based primarily on their judgements regarding the likelihood of occurrences of certain consequences if they engage in teaching mathematics in a reform-oriented way. Teachers' perceptions of important others regarding the reform-oriented mathematics instruction seem to play a minor role in teachers' instructional change. Teachers' perceptions about control factors that prohibit or help teach mathematics in a reform-oriented way do not seem to make significant improvement in predicting their intentions to change traditionally-oriented teaching practice.

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Changing Aspect of Teacher and Student's Value in Mathematics Instruction (수학수업에서 나타나는 교사와 학생의 가치 변화 양상)

  • Cho, SooYun
    • Education of Primary School Mathematics
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    • v.21 no.3
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    • pp.273-287
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    • 2018
  • The purpose of this study was to analyze changing aspect of teacher and student's value in mathematics instruction. For this purpose, teacher and student's value are analyzed through value questionnaire by four times. The results of this study revealed that although value are individual's deep decision mechanism, it could change considerably by the time. Teacher wasn't compel students to follow her value. Rather, teacher was modified instruction goal to reflect students thinking what is important in mathematics lesson. First, in case of mathematical value, rationalism, objectism, mystery were convergent each other. And control was almost unchanged and openness has been onwards and upwards. Second, in case of mathematics educational value, understanding, pleasure, terminology and application were convergent each other. However achievement was almost unchanged. Also, to teach effectively, teacher using several kinds strategy while negotiate with student's value continuously. On the basis of these results, this paper includes several implications for the future study about values in mathematics which could be the critical factor in student centered instruction.

Changes in Describing and Commenting on Elementary Mathematics Instruction by Prospective Teachers (예비 교사의 초등 수학 수업에 대한 기술과 비평의 변화)

  • Pang, JeongSuk
    • Journal of Elementary Mathematics Education in Korea
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    • v.18 no.3
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    • pp.399-424
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    • 2014
  • Although teacher preparation programs are important for prospective teachers to build a foundation of teaching expertise, there has been lack of research in this area. This paper analyzed in what ways prospective teachers' ability in describing and commenting on elementary mathematics instruction has been changed while they were taking in the course of teaching elementary school mathematics. The results of this study showed that in late description the teachers tended to notice the core flow of a lesson and the use of instructional strategies appropriate to the mathematical content to be taught. They also tended to comment on instructional strategies and mathematical discourse from the teacher's perspective and evaluated them without alternative approaches. A noticeable change occurred in late comments wherein prospective teachers considered both the teacher and students, supported their comments by theories they had learned through the course, and interpreted the classroom events they had noticed. Building on these results, this paper closes with implications of teacher education programs to enhance prospective teachers' ability to analyze elementary mathematics lessons.

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The teaching-learning practices all learners can participate in mathematics instruction. (모든 학습자가 수학수업에 참여하는 교수.학습 행위)

  • Kim, Jin-Ho
    • Education of Primary School Mathematics
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    • v.13 no.1
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    • pp.13-24
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    • 2010
  • Mathematics educators oriented to reform-based curricular have asserted that mathematics teachers should lead instructions where all students in their classrooms are able to participated. In this paper, some practices for them to implement it are discussed. Before explaining them, some discussions are made about students ability to construct knowledge. One of them is that teachers should know different learners construct different understandings because of their differences of prior knowledge and reasoning ability. Also, it was discussed that teachers consider classroom environments, assigning children's sitting and tasks in the light of learning. The reason to state them is that perspectives of them should be changed. Finally, "Teacher's careful listening to learners' responses", "Why do think in that way?, How do you know?, What is it meant?", "accepting ideas from all learners", "no supporting a particular idea", "utilizing waiting time", and "teacher's responses to learner's errors and mistakes" are discussed as practices for letting all learners be participated in the mathematics instruction.

Good Mathematics Instruction: Hearing Teachers' Voices (좋은 수학 수업에 대한 초등 교사의 인식 조사)

  • Kwon, Mi-Sun;Pang, Jeon-Suk
    • Communications of Mathematical Education
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    • v.23 no.2
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    • pp.231-253
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    • 2009
  • This paper investigated the views of effective mathematics instruction on the part of teachers. The study was carried out a survey with 223 elementary school teachers in Korea. The questionnaire consisted of the following 4 main categories with a total of 48 factors: (a) the curriculum and content, (b) teaching and learning, (c) classroom environment and atmosphere, and (d) assessment. Some ideas teachers revealed about what would enable good mathematics teaching coincided with previous research. Specifically, teachers agreed with the idea of consideration of students' individual differences or focus on concepts. However, there were differences with regard to the use of technology and the importance of learning environment, which have been emphasized in mathematics education literature. Considering that the teacher plays a key role in implementing good instruction, this paper emphasizes us to attend to teachers' perspectives in order to initiate good teaching at the actual classroom.

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