• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.415-435
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• 2007

A transition from elementary to secondary school, and among grades, among learning contents is a essential problem in education. A connectivity between learning contents is important in student's growth and development. A gap between lower grades and higher grades in elementary school is no less extensive than a gap between elementary mathematics and secondary mathematics. In this paper, we start with a critical mind about a transition and connectivity between lower grades and higher grades in elementary school. In order to compare between elementary grades, we firstly focus 4th grade mathematics which finish lower grades and start higher grades at the same time. First, we make up a questionnaire to 4th grade students and teachers in charge 4th grade. A questionnaire is composed of questions about the degree of difficulty in the learning(and teaching) of 4th grade mathematics comparing with 3rd grade mathematics. Second, we compare to lower grades lessons(1st grade) and 4th grade lessons using a qualitative method. we analyze the lesson contents, activities and time through 'analysis of the learning course'. And we compare the pattern of eliciting questions, question patterns, nomination patterns and feedback patterns between 1st grade and 4th grade lessons. We hope that this paper is a fundamental sources in investigating a connectivity between lower grades and higher grades in elementary mathematics in the future.

• The Journal of the Korea Contents Association
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• v.16 no.9
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• pp.211-224
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• 2016

The purpose of this study were to devise prerequisite learning reminding model to elementary mathematics classes and actually apply it to fifth graders in experimental lessons, thus investigating their effects on mathematics academic achievement and self-efficacy. the study conducted a pre and post test to measure academic achievement and self-efficacy on the experiment and control group. the finding were as follows. First, the study found significant differences in mathematics academic achievement between the experiment and control group. mathematics lessons based on the prerequisite learning reminding model resulted in no significant differences among the upper and lower level groups. Secondly, the study analyzed the effects of prerequisite learning reminding model on the self-efficacy and found significant differences in self-efficacy between the experiment and control group. While there were no differences in self-confidence and preference for task difficulty among the subarea of self-efficacy, it had positive differences effect on self-regulation efficacy.

• Research in Mathematical Education
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• v.19 no.1
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• pp.1-17
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• 2015

In this study, we examined the prompted reflections of four middle school mathematics teachers after their lessons. We used Cohen and Ball's instructional triangle (1999) to investigate teachers' reflections. With this framework, we addressed questions of what characteristics in reflections the participant teachers have and how the reflections differ over time. Findings indicated that the teachers showed differences in the instances of assessing and changes over time in the ways they gained more insights about students' understanding.

• Research in Mathematical Education
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• v.14 no.1
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• pp.51-65
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• 2010

Open-ended problems can foster deeper understanding of mathematical ideas, generating creative thinking and communication in students. High-order thinking tasks such as open-ended problems involve more ambiguity and higher level of personal risks for students than they are normally exposed to in routine problems. To explore the classroom-based factors that could support or inhibit such higher-order processes, this paper also describes two cases of Singapore primary school teachers who have successfully or unsuccessfully implemented an open-ended problem in their mathematics lessons.

• Education of Primary School Mathematics
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• v.13 no.1
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• pp.25-35
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• 2010

The purpose of this research was to analyze questioning types of the Korean Elementary Mathematics Textbook in grade 3 and suggest the direction of questioning strategies for enhancing creativity in mathematics lessons. For the research, the researcher analyzed questioning types of the 3rd grade mathematics textbook and the changes of the questions compared with the questions in the previous textbooks. The author suggested the following recommendations. First, the questioning strategies of the revised mathematics textbook tends more to enhance students' creativity than the previous ones did. Second, teachers need to know the students' level of mathematics before starting their mathematics lessons because teachers can provide more effective differentiated questioning to the students. Third, students can response tuned to their level of mathematics if they meet with open-ended questions. It is desirable to develop good open-ended questions to fit students' abilities. Last, teachers should provide opportunities for students to share their own mathematical thinking. In risk-free environment, students can willingly participate at debating over mathematics proofs and refutation. Teachers should make efforts to make the classroom norm or culture free to debate among students, which leads to enhancement of students' creativity or mathematical creativity.

• School Mathematics
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• v.15 no.3
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• pp.503-531
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• 2013

This study aims to investigate how secondary mathematics teachers use mathematics curriculum materials such as textbooks and teachers' guide in planning lessons and for their learning. 24 in-service mathematics teachers participated in surveys and two among them were interviewed. The findings from the data analysis suggest that: a) the teachers actively engaged in decision-making processes of the transition from written curriculum to intended curriculum; and b) the teachers showed a tendency of consulting to the ideas suggested in the curriculum materials for selecting objectives and contents for lessons and the what to assess, not ideas for selecting teaching methods and how to assess. Also, various factors such as students' achievement, participation, interest in mathematics, family environment, and college entrance were identified to influence the teachers' use of the curriculum materials.

• The Mathematical Education
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• v.62 no.2
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• pp.211-236
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• 2023

The purpose of this study is to derive implications of preservice mathematics teacher education in Korea by analyzing the case of edTPA used in the preservice teacher training process in the United States. Recently, there has been a growing interest in promoting professional competencies considering not only the cognitive dimension related to knowledge development of preservice mathematics teachers but also the situational dimension considering reality in the classroom. The edTPA in the United States is a performance-based assessment based on lessons conducted by preservice teachers at school. This study analyzes the professional competencies required of preservice mathematics teachers by analyzing handbooks that described the case of edTPA in which preservice mathematics teachers in the United States participate. The edTPA includes planning, instruction, and assessment tasks, and continuous tasks are performed in connection with classes. Thus, the analysis is conducted on the points of linkage between the description of evaluation items and criteria in the planning, instruction, and assessment tasks, as well as the professional competencies required from that linkage. As a result of analyzing the edTPA handbooks, the professional competencies required of preservice mathematics teachers in the edTPA assessment were the competency to focus on and implement specific mathematics lessons, the competency to reflectively understand the implementation and assessment of specific mathematics lessons, and the competency to make a progressive determination of students' achievement related to their learning and their uses of language and representations. The results of this analysis can be used as constructs for competencies that can be assessed in the preservice in the organization of the preservice mathematics teacher curriculum and practice training semester system in Korea.

• Journal of the Korean School Mathematics Society
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• v.5 no.1
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• pp.69-86
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• 2002

This study accordingly brought the analysis of the error into focus to instruct the liner inequality efficiently. Students, in result, committed errors: misused data(14.6%), misinterpreted problem(15.0%), logically invalid inference(2.7%), misunderstood theorem or definition(22.1%), unmatched solution(22.4%), technical error(17.5%), omission of solving process(5.7%). Through the analysis of preceding errors, I try to emphasize the following in instructing students: First, you must emphasize studying of concept of the liner inequality and instruct students in the use of that Second, you must minimize the error by searching for the error that students are apt to commit and showing the anti-example when you instruct them in the liner inequality. Third, after evaluation, you must tell the result to students, and show many forms of the liner inequality with various means lest they should commit the same error. Therefore, if an instructor gives lessons to the students studying the instructive methods in order not to make errors about the contents mentioned above, it will help students understand much faster and arouse their curiosities and interests in lessons, and so they will take lessons willingly.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.59-77
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• 2018

This study aims to investigate reflections of secondary pre-service mathematics teachers and their changes through practicing as assistant teacher in mathematics classrooms. For the purpose of this study, research questions are addressed on the reflections and their changes. During the 2015 Spring semester, secondary pre-service mathematics teachers took a course related to working as assistant teachers in regular mathematics lessons in a middle school. This study selected cases of two pre-service teachers. The data such as reports on their practices and final meeting report with teachers were collected during the semester. The results showed that the secondary pre-service mathematics teachers reflected teachers, students, mathematics contents, and themselves in their reports. In addition, each participant showed different contents of reflections. This difference implied that secondary pre-service mathematics teachers could have different reflections according to the types of lessons that they participated in.

• 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.