• 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.

• School Mathematics
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• v.16 no.3
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• pp.471-489
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• 2014

In this study, we carried out mathematics teacher-training course. The topic of this training course is the understanding of content area reading in school mathematics. The teacher-training course is planned to guide mathematics teachers can perform effectively the teaching of content area reading. In particular, we illustrated the pre-service mathematics teacher education practice. Mathematics teachers investigated various teaching strategies that can lead their students read reading materials related to mathematics effectively. In this training courses, teachers reflects on their own experience and they have an opportunity to learn the new strategies that improve their teaching methods. Teacher educator and in-service teachers share and discuss their practices, they have a meaningful learning experiences. In this study, we presented the processes of the teacher-training course and the results of practice. Furthermore, on the basis of the limitations of this study, we suggested recommendations for the future teacher training program.

• School Mathematics
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• v.7 no.3
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• pp.287-301
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• 2005

The current knowledge-based society constantly requires teachers to enhance the level of their professional development, which underscores the importance of pre- and in-service teacher training for content do-mains. Most of previous studies designed to investigate the in-service teacher training have been quantitatively conducted with the use of survey analysis and not many efforts have been made to identify any possible weaknesses of teacher training for mathematics education. The present investigation, made to fill the gaps, attempted to describe and interpret teacher training programs for mathematics education using in-depth in-terviews, a form of qualitative research approach. Together with the finding that the degree of classroom teachers' approval for their training was not high for various reasons, the study proposes ways to improve teacher training programs for mathematics education so as to change mathematics classrooms for the better.

• East Asian mathematical journal
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• v.32 no.4
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• pp.425-441
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• 2016

In this study, we focused on the graphing calculator to support the activity-oriented mathematics instruction with considering the accessibility of technology. The purpose of this study was to investigate the direction of the education of mathematics teachers. For this, we gave the teacher training for mathematics using graphing calculators for secondary mathematics teachers, and then examined the recognition for that of teachers. Teacher training of the graphing calculator was carried out three times in two years, we conducted a survey immediately at the time that has passed and after the 8 months or more after the training. As a result, we have obtained the suggestions of the advantages of using a graphing calculator in the learning mathematics, the difficulties of use of the graphing calculator in the classroom and the form of teacher training they want.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.537-554
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• 2014

In this study, we investigated a good way for teacher professional development. Based on this way, we designed teacher training program. We carried out teacher training program for 50 secondary school mathematics teachers in July 2014. In this teacher training courses, teachers conducted recording mathematics teaching-learning processes by dialogue between teacher and student according to Socratic method. We also shared the practices of teacher educators, teachers and colleagues. In this teacher training, we tried to cultivate teachers' abilities needed to a good mathematics instruction. And we aimed to equip the attitude that guided reflection on their mathematics class. Through the teacher training, teachers recognized the need to study on the thinking of students and take into account students' expected reaction on the part of learners. Also they developed an attitude as reflective practitioners and recognized the need of teacher learning communities for their professional development.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.171-182
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• 2012

This study examines current In-service Teacher Training Programs in Mathematics Education in order to explore policy alternatives. The data analyzed from the training programs was provided by 16 local education offices in Korea. The following amendments are suggested: First, a conference between the 16 offices should be initiated to discuss improving the quality of the programs. Second, the training programs should be customized according to the needs of the teacher trainees. Third, a support policy provided by the government, such as implementing compulsory teacher training programs, should be, in some cases, mandated.

• The Mathematical Education
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• v.44 no.3 s.110
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• pp.337-360
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• 2005

In this paper we develop textbook 'Modem Algebra' for training mathematics teacher of secondary schools. In order to understand mathematics teacher's viewpoint about desirable textbook 'Modem Algebra' we created a Questionnaire related with curriculum and textbook for training mathematics teacher of secondary schools. We analyze the result of the questionnaire along with recent studies on teacher education and come up with basic principles of developing textbook 'Modern Algebra'. The first version of 'Modern Algebra for Mathematics Teachers' that we have developed based on our study can be found in website 'www.teacheredu.co.kr'.

• Research in Mathematical Education
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• v.4 no.1
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• pp.23-31
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• 2000

This research elaborated five components for pre-service mathematics teacher training: 1) Mathematical content knowledge, 2) Pedagogical content knowledge, 3) Pedagogical reasoning, 4) System of training, and 5) Mathematics teachers' beliefs. For the effect teaching, mathematics teacher program should be reformed. The key to improvement should be concerntrated on developing knowledge about effective teaching and translating it into algorithms those teachses can learn and incorporate in their planning prior to teaching. A theory of instruction should specify the most effective sequences in which to present the materials to be learned.

• The Mathematical Education
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• v.42 no.4
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• pp.523-540
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• 2003

The main purpose of this work is to propose programs of calculus for the department of mathematics education of teacher training universities. There is a description of the characteristics, goal and contents of calculus course for pre-service teacher, followed by principles for teaching the subject. We suggest the constituents and something being kept in mind for each part in calculus.

• School Mathematics
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• v.15 no.4
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• pp.941-955
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• 2013

In this study, we conducted mathematics teacher training courses for an applying of 'Socratic method' in school mathematics. Teacher training courses were conducted with a total of 3 hours for 68 secondary mathematics teachers. In these courses, we overviewed the characteristics of Socratic method. Moreover we examined the mathematics lessons by Socratic method. And we dealt with the educational examples of Socratic method identified in previous studies. In addition, the survey was conducted before and after the teacher training courses. Through the survey, teachers have an opportunity to check their knowledge on Socratic method and reflect on their mathematics class. Based on the survey response data, we analyzed mathematics teachers' knowledge on Socratic method and the changes in teachers' thinking on their mathematics class. Based on the findings of this study, we proposed three directions of teacher education.