• The Mathematical Education
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• v.41 no.3
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• pp.257-271
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• 2002

As a part of attempts to understand better mathematics classroom culture, this paper first reviews plausible factors which influence the mathematics teacher's own development of instructional goals. The proposed factors consist of teacher characteristics and sociocultural factors. The teacher factors include learning and teaching experience, knowledge, beliefs, and personality traits. The sociocultural factors include cultural and educational norms, curriculum development and administration, teacher education, and professional models with community, This paper then presents detailed interview questions to explore significant influences on the teacher's conceptions of mathematics and its teaching. The interview probes 12 topic areas: (a) early influences on becoming a teacher, (b) the decision to become a teacher, (c) the teacher education years, (d) early mathematics interests, (e) early teaching experiences, (f) career path, (g) influence of peers within the school, (h) influence of administrators, (i) professional development, (j) professional self-development, (k) mathematics teaching, and (i) educational policies.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.519-537
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• 2014

Teacher efficacy influences teacher's own behaviors in class and students outcomes such as achievement, motivation and their own self-efficacy. In recent years, self efficacy and teacher efficacy are becoming more popular in many educational aspects. Teacher efficacy depends on him/her and each tasks and goals. Therefore, we need special instrument for measuring mathematics teacher efficacy. On this study, we derived educationally meaningful factors on mathematics teacher efficacy from previous literature. We developed Mathematics Teaching Efficacy Instrument(MTEI) consisted of 30 items with 6-point Likert scale. The six factors are as follows; mathematics teaching efficacy expectancy, mathematics teaching outcome expectancy, mathematics teaching content knowledge, teacher belief on their own students, the past mathematics learning experience for teacher own, influence from social-cultural environment.

• The Mathematical Education
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• v.42 no.4
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• pp.579-588
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• 2003

The main purpose of this work is to propose programs of discrete mathematics for the department of mathematics education of teacher training universities. There is a description of the characteristics, goal, syllabus and contents of discrete mathematics course for pre-service teacher, followed by principles for teaching the subject.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.265-286
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• 2006

Given that less attention has been paid to teachers than students in mathematics education, this study attempted to provide theoretical foundations to understand better mathematics teacher learning and teaching practice in transition. First, this paper summarized three conceptions of teacher learning on the basis of the relationships of knowledge and practice followed by several implications to mathematics teacher education. Second, this paper provided a brief overview of cognition as situated, social, and distributed. This paper then explored new implications and issues about mathematics teacher learning that the overview brought to light. It is expected for teacher educators and researchers to participate in rich discussion of many implicit issues about teacher learning that this paper begins to raise.

• East Asian mathematical journal
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• v.32 no.2
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• pp.153-174
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• 2016

The purpose of this study is to provide an opportunity for better understanding and application of 2009 revised elementary school mathematics textbooks through focus group's investigations on the elementary mathematics teacher's guide books. First, We survey previous studies on the teacher's guide books to make the frame of investigation. Next, We compose focus group(8 teachers) for 3~4th grades, and analyze the teacher's guide books according to ready-made frame: compliance of curriculum, accuracy and fairness of contents, selection and organization of contents. As results of investigation, system of organization of the teacher's guide books is needed. Goal, contents, teaching methods, and evaluations have to be consistent in describing mathematical terms. And errors in mathematics and mathematics education are examined more carefully. The teacher's guide books afford teachers many materials and informations to teach mathematics through classroom lessons. So more study on the teacher's guide books and developmental study for the model guidebooks is needed along with the revised curriculum and new textbooks.

• The Mathematical Education
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• v.62 no.4
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• pp.531-549
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• 2023

Despite the significance of mathematics teacher guidebooks as a support for teacher learning, there are few studies that address how elementary mathematics teacher guidebooks support teacher learning. The purpose of this study was to analyze the educative features of elementary mathematics teacher guidebooks for grades 3 and 4. For this, six units from each of ten kinds of teacher guidebooks were analyzed in terms of seven dimensions of Teacher Learning Opportunities in Korean Mathematics Curriculum Materials (TLO-KMath). The results of this study showed that mathematics content knowledge for teaching was richly provided and well organized. Teacher guidebooks provided teacher knowledge to anticipate and understand student errors and misconceptions, but were not enough. Sample dialogues between a teacher and students were offered in the teacher guidebooks, making it easier for teachers to identify the overall lesson flow and key points of classroom discourse. Formative assessment was emphasized in the teacher guidebooks, including lesson-specific student responses and their concomitant feedback examples per main activity. Supplementary activities and worksheets were provided, but it lacked rationales for differentiated instruction in mathematics. Teacher knowledge of manipulative materials and technology use in mathematics was provided only in specific units and was generally insufficient. Teacher knowledge in building a mathematical community was mainly provided in terms of mathematical competency, mathematical classroom culture, and motivation. This paper finally presented implications for improving teacher guidebooks to actively support teacher learning.

• East Asian mathematical journal
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• v.34 no.4
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• pp.463-486
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• 2018

This study identifies elements involved in designing rehearsals for improving preservice teachers' capacity to teach mathematics. Observation of a secondary mathematics methods course and regular interviews with the teacher educator following each class were used in this research. After characterizing what is considered and enacted in rehearsals as a way to help preservice teachers practice the work of teaching mathematics, I illustrate them with examples from the observations and interviews. I then discuss the challenge of dual contexts-the teacher education classroom and the secondary mathematics classroom-and dual perspectives-the mathematical and pedagogical-in designing and enacting rehearsals. I conclude with implications for mathematics teacher education.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.599-615
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• 2015

Teachers' philosophies have not been emphasized enough in the current teacher education curriculum even though teacher's philosophy palys a critical role in schools and classrooms. The examination on pre-service teachers' teaching philosophies is necessary to improve teacher education curriculum so that teaching philosophies are often discussed in the courses of 'pedagogical content knowledge' as well as 'general education.' Therefore, the current study investigated 44 pre-service teachers' teaching philosophies, their sub domains, and relationships among the sub domains. The previous studies regarding mathematics teacher's teaching philosophy were more about 'teacher's belief' and employed deductive inference approach using surveys or questionnaires. These studies commonly pointed out that there were three major domains of 'belief on mathematics itself,' 'belief on teaching mathematics,' and 'belief on learning mathematics.' As these three domains of teacher's philosophy has been strengthened, there were very few studies examining the other potential domains of teacher's teaching philosophy. According to the findings of the present study, which employed inductive inference approach and pre-service teachers' free essay writing assignment, 'belief on teacher's role in mathematics classroom,' 'belief on the purpose of mathematics education,' and 'motivation to be a mathematics teacher' were additionally illuminated as sub domains of teacher's teaching philosophy. Moreover, the interrelationship among the sub-areas of teacher's teaching philosophy was disclosed. Specifically, 'belief on the purpose of mathematics education' and 'motivation to be a mathematics teacher' influenced the other sub domains. This implies that the relationships among the sub domains of teacher's teaching philosophy were more likely to be causal and vertical relationships rather than independent and parallel relationships. Finally, the findings from the current study provide implications indicating how pre-service teachers' teaching philosophies might be established in mathematics education courses for future research and education.

• The Mathematical Education
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• v.41 no.2
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• pp.173-187
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• 2002

The purpose of this study through ethnographic inquiry is to describe how an elementary teacher teaches mathematics with understanding. The ways that teachers'beliefs affect instructional activities, what means understanding from the view of cognitive psychology, and ethnographic research tradition were reviewed to anchor theoretical background of this study. A third-grade teacher and his 45 students were selected in order to capture vivid and thick descriptions of the teaching and learning activities of mathematics. Three major sources of data, that is, participant-observation with video taping, formal and informal interviews with the teacher and his students, and a variety of official documents were collected. These data were analyzed through two phases: data analysis in the field and after the fieldwork. According to data analysis, ‘teaching mathematics with understanding’ was identified as the teachers central belief of teaching mathematics. In order to implement his belief in teaching practices, the teacher made use of three strategies: ⑴ valuing individual student's own way of understanding, ⑵ bring students' everyday experiences into mathematics classroom, and ⑶ lesson objectivies stated by students. It is suggested for future research that concrete and specific norms of mathematics classroom for the improvement of mathematics understanding are needed to be identified and that experienced and skillful teachers' practical knowledge should be incorporated with theories of teaching mathematics and necessarily paid more attention by mathematics educators.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.509-526
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• 1998

school mathematics is based on the premise that teacher have extensively complex mathematics content and pedagogical content knowledge to employ teaching to facilitate students' conceptualization of mathematics knowledge. In this paper we have presented the realities of teacher education program about several countries and three source area in teaching school mathematics. As a result we suggest that for developing mathematics teacher education First, communities have to hold teachers in high esteem due to confucian heritage. Second, our university have t provide one year internship for training for practices and the use of interactive multimedia simulation. Third, college courses have to help students discard misunderstanding knowledge and briefs about mathematics and pedagogy they bring to the university. Fourth, our country have to reform teacher education system. Fifth, the government have to pay the tuition costs for more students.