• Title/Summary/Keyword: mathematics instruction

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고대 이집트 산술의 수학교육적 의의

  • 정동권
    • Journal for History of Mathematics
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    • v.12 no.2
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    • pp.99-118
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    • 1999
  • This study aims to find the significance of the ancient Egyptian arithmetic in mathematics education and to analyze the educational value by practical teaching of the Egyptian multiplication. In this study, we confirmed that application of historical materials in mathematics instruction enable students to awaken their interest, to offer the opportunities of exploration, and furthermore to develop their mathematical thinking ability.

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Mathematics Teachers' Beliefs about Graphing Calculator Use in Mathematics Classrooms (수학수업에서의 그래핑 계산기 활용에 대한 교사들의 인식 조사)

  • Kang, JooSuk;Kim, Gooyeon;Jeon, MiHyun
    • Journal of the Korean School Mathematics Society
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    • v.20 no.4
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    • pp.537-560
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    • 2017
  • This study aims to investigate secondary mathematics teachers' beliefs about graphing calculator use in mathematics classrooms. For the purpose, we adopted a research instrument that was developed by Brown et. al(2007) and surveyed 32 mathematics teachers about their beliefs about graphing calculator use and teaching practice with calculators in their mathematics instruction. The data analysis suggested that the teachers rarely used calculators in their instruction and they have not had opportunities to use calculators in learning and teaching mathematics. Also, results suggested that the many teachers showed "Crutch beliefs"about the use of calculators in mathematics instruction.

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A Study on Development of Performance Assessment Tools for Mathematics in the Primary School (초등수학과 수행평가도구 개발 -1, 2학년 포트폴리오를 중심으로-)

  • 정영옥
    • School Mathematics
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    • v.2 no.2
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    • pp.357-388
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    • 2000
  • This study aims to develop performance assessment tools for mathematics in the primary school. In order to achieve this aim, it reviews the tics in the primary school. In order to achieve this aim, it reviews the meaning and the purpose of mathematics performance assessment, and the characteristics of performance assessment tasks. Then the framework for portfolio developed in this study is introduced. This portfolio is called 'mathematical thinking and applying'. It aims at balanced assessment for improvement of mathematics instruction. It is composed of journal writhing, problem by the student, constructed task, work samples, written test, self assessment, teacher's comment and parents' comment. The criteria of performance tasks is categorized in impact, reasoning, accuracy and communication. The procedures of development of these tasks are as follows: the analysis of mathematics curriculum for the primary school, the design of performance tasks with considering teaching unit goals, designing rubrics, discussing these tasks with teachers in primary school, modifying them when is needed, observing the process of children's task performing, interviewing with teachers and final modifying. After performance assessment tasks are implemented, the answers by the students is analyzed using rubrics. Then anchor papers are selected. Also, the errors of children are analyzed. Through the process, teachers can obtain the information of children for improvement of mathematics instruction. Finally in order to generalize this study, I suggest that we need to cooperate with the field of education and to establish expert assessment groups.

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Pedagogical Content Knowledge: A Case Study of a Middle School Mathematics Teacher (교수법적 내용 지식: 미국 중학교 수학 교사 사례 연구)

  • Kim, Goo-Yeon
    • Journal of Educational Research in Mathematics
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    • v.17 no.3
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    • pp.295-308
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    • 2007
  • The purpose of this paper was to investigate the pedagogical content knowledge of a middle school mathematics teacher manifested in his mathematics instruction by identifying the components of the pedagogical content knowledge of the teacher. For the purpose of the study, I conducted an interpretive case study by collecting qualitative data. The results showed that the pedagogical content knowledge of the teacher was characterized by: (a) knowledge of mathematics including connection among topics and various ways of solving problems; (b) knowledge of students' understanding involving students' misconceptions, common errors, difficulties, and confusions; and (c) knowledge of pedagogy consisting of his efforts to motivate his students by providing realistic applications of mathematical topics and his use of materials.

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An Exploration of the conditions of operating mathematics instruction in accordance with the national curriculum in Korea (우리나라 국가 수준 교육과정에 따른 수학 수업의 운영 상태에 관한 탐색)

  • Choe, Seung-Hyun;Hwang, Hye Jeang
    • Communications of Mathematical Education
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    • v.31 no.2
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    • pp.123-138
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    • 2017
  • It is necessary to examine how operation and management of instruction in school field be affected by the curriculum. This study examines the actual conditions of instruction provided by teachers while expecting to be adjusted the curriculum with respect to the consideration given to individual student needs and regional specialization by focusing on the subject of mathematics. Ultimately, the purpose of this study is to assess and expect how well mathematics instruction would be being conducted in accordance with the goals of the curriculum. Furthermore, while reflecting the experimental result on teachers' opinions of the previous curriculum, this study suggests alternatives and supporting plans so that at the teacher level the curriculum might be successfully implemented.

Exploring Effects of Elementary Teachers' Mathematics Instruction, Mathematics Teaching Efficacy, and Student Mathematical Interest on Mathematics Achievement : An Application of Multilevel Structural Equation Modeling (초등교사의 수학수업의 질, 수학 교수효능감, 학생의 수학흥미가 수학성취도에 미치는 영향 분석: 다층구조방정식의 적용)

  • Hwang, Sunghwan;Son, Taekwon
    • Education of Primary School Mathematics
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    • v.23 no.4
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    • pp.175-189
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    • 2020
  • The purpose of the present study was to investigate the structural relationships between elementary teachers' mathematics instruction, teachers' mathematics teaching efficacy, students' mathematical interest, and mathematics achievement. To achieve this goal, we used TIMSS 2015 Korean data and implemented multilevel structural equation modeling given that student data were nested within the school data. The findings reveled that at the student level, the instructional quality rated by students positively affected student mathematical interest. Additionally, student mathematical interest positively affected student mathematics achievement. Although the direct effect of instructional quality on student mathematics achievement was insignificant, the total was significant. At the school level, there were positive direct effects of instructional quality and teacher's mathematics teaching efficacy on student mathematical interest. The direct effects of instructional quality, teachers' mathematics teaching efficacy, and student mathematical interest on mathematics achievement were not significant. However, the total effects of instructional quality and teachers' mathematics teaching efficacy on mathematics achievement were significant. Based on the results, we discussed the implications of the study.

A Message of Congratulation on Behalf of the International Commission on Mathematical Instruction

  • Bass, Hyman;Hodgson, Bernard R.
    • Research in Mathematical Education
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    • v.7 no.2
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    • pp.69-72
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    • 2003
  • Editor's Note: On the occasion of the publication of the 100th issue (Vol. 42, Number 2) of the Journal of the Korea Society of Mathematical Education Series A: "The Mathematical Education", Professors Hyman Bass (President of the International Commission on Mathematics Instruction) and Bernard R. Hodgson (Secretary-General of ICMI) together send a message of congratulation to the Korea Society of Mathematical Education(KSME).

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Thinking for creative problem solving and problem posing (창의적 문제해결과 문제변형을 위한 사고)

  • Kim Yong Dae
    • The Mathematical Education
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    • v.43 no.4
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    • pp.399-404
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    • 2004
  • Mathematical creativity is a main topic which is studied within mathematics education. Also it is important in learning school mathematics. It can be important for mathematics teachers to view mathematical creativity as an disposition toward mathematical activity that can be fostered broadly in the general classroom environment. In this article, it is discussed that creativity-enriched mathematics instruction which includes creative problem-solving and problem-posing tasks and activities can be guided more creative approaches to school mathematics via routine problems.

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Mathematics Teacher′s Needs in Their Professional Development

  • Wang, Linquan
    • Research in Mathematical Education
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    • v.8 no.2
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    • pp.59-67
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    • 2004
  • In this paper, I would like to introduce some ideas and problems in mathematics teachers' education. The aims and content of teachers' professional education are discussed with an oriental perspective. What are mathematics teachers' needs in their professional development\ulcorner What contradictions do they meet in mathematics instruction\ulcorner The problems are described with the result of my survey.

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A Development of Multimedia Materials with JAVA for Mathematics Instruction of Middle School (Java로 배우는 중학교 수학과 교육매체 개발)

  • 박달원;김승동;김응환
    • School Mathematics
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    • v.1 no.1
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    • pp.235-243
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    • 1999
  • This article is that we develop a learning materials using on the internet with JAVA in middle school mathematics. we construct the learning instruction simulation java program that students can use the applet on the internet for understanding the concepts of mathematics. We service the homepage at internet address. [http://edupark.kongiu.ac.kr]

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