• Korean Journal of Mathematics
• /
• v.16 no.4
• /
• pp.471-480
• /
• 2008

As students with low basic knowledge of mathematics increase, they have had difficulties in studying statistics theory class. By using recent students' characteristics which prefer seeing directly and checking to thinking logically, we try to change the teaching method into teaching in the computer lab(SAS program). We investigate whether changing the teaching method has effects on students' achievements and interests or not. The purpose of this study is to grope for a better teaching and develop mathematics education's satisfaction and qualification.

• Journal of Educational Research in Mathematics
• /
• v.11 no.1
• /
• pp.37-50
• /
• 2001

This is the study on the characteristics of advanced students and teaching material in elementary mathematics education. There is a survey on the needs of considering mathematically advanced students in teacher's, students', and social point of view, respectively. We present an exemplary teaching plan and material.

• Research in Mathematical Education
• /
• v.16 no.1
• /
• pp.51-66
• /
• 2012

This study investigated the impact of entry level of mathematics subject knowledge on student teachers' mathematics pedagogical content knowledge development and performance in mathematics teaching practice. The sample consisted of 24 mathematics student teachers, 12 of whom passed A-Level mathematics and 12 of whom only passed O-level mathematics. They were all studying in a 4-year bachelor of education (Honours/Primary) programme; they were either majoring or minoring in mathematics. Results showed that student teachers' entry-level mathematics subject knowledge is not related to their mathematics pedagogical content knowledge development or their mathematics teaching performance. These findings may lead society to consider whether student teachers who have passed O-level mathematics are already eligible to be trained as professional primary mathematics teachers. As a consequence, this study raises the issues of how to develop student teachers' mathematics pedagogical content knowledge and whether we need to restructure our bachelor of education (Primary) programmes' curriculum in teacher professionalism.

• School Mathematics
• /
• v.13 no.1
• /
• pp.37-63
• /
• 2011

This research had investigated the teaching practice in the mathematics classrooms with immigrant students to describe how effectively mathematics teachers create inclusive learning environment of mathematics. The analysis of the data from the elementary schools suggests that teaching practice in the class was consistent to the criteria for 'contextualization of students' lived experience' and 'mathematical conversation'. However, while the quantitative results suggested that the teachers showed high expectation to their students in their teaching, the qualitative analysis revealed the teacher's beliefs and attitudes against providing equitable educational opportunity for every student. In the middle school classrooms, it was found that the teaching practices were not compatible to the goals of multicultural mathematics education. The analysis of the survey data regarding teachers' multicultural competence suggests that the teachers possessed rather advan]ced understanding of multicultural mathematics education but they need materials and pedagogy for classroom teaching from multicultural perspectives.

• East Asian mathematical journal
• /
• v.33 no.2
• /
• pp.235-255
• /
• 2017

This study focuses on the teaching of fraction related to curriculum, introducing time of fraction, the meaning of fractions in textbook, material of teaching of fraction concept, teaching model of introducing time of fraction concept, special cases of teaching fraction and common points of representation of fraction among Korea, New Zealand and Singapore. For this study, Korea's mathematics textbooks(3-1, 3-2, 4-1, 5-1, 6-1) and New National Curriculum Mathematics(3, 4, 5. 6. 7)of New Zealand and New Syllabus Primary Mathematics(2B, 3B, 4A, 4B, 5A, 6A)of Singapore were selected for comparison and analysis. As a results we will suggest a reference to the development of mathematical curriculum, teaching fraction and improving the quality of the textbook through a method of comparative analysis of Korea, New Zealand and Singapore.

• Research in Mathematical Education
• /
• v.13 no.2
• /
• pp.141-150
• /
• 2009

This study gives opportunity for investigating how student teachers view the teaching profession and how they transfer their pedagogical knowledge into practice. The aim of the study is to investigate the teaching skills student teachers gained in the assessment of micro teaching of their peers. The participants are 30 mathematics student teachers enrolled in the teacher training program in a state university. Document analysis and semi-structured interviews are the research instruments and inferential & descriptive statistics are used for the data analysis. The findings suggest that the qualitative and quantitative peer assessments of student teachers were graded differently which results from the difference of perceptions about teaching and different conceptualizations of the teaching qualifications.

• Research in Mathematical Education
• /
• v.15 no.3
• /
• pp.295-310
• /
• 2011

Teachers' attitudes and beliefs are related to teaching practices and are dependent upon their teaching domain. The present study compares conceptual models of creative student oriented teaching practices of mathematics teachers in two OECD countries, South Korea and Turkey to provide an insight for teacher educators and policy makers. Teaching and Learning International Survey 2008 (TALIS 2008) data are used to test the fit of a path analysis model with a subsample of l337 middle school mathematics teachers ($N_{Korea}$ = 562 vs. $N_{Turkey}$ = 775). The study showed that Turkish teachers were younger and less experienced, whereas Korean teachers were better educated. Despite the statistical differences in attitudes, beliefs and practices between countries, it was found that the teaching practices of mathematics teachers in both countries were more complex than to be explained only through attitudes and beliefs.

• School Mathematics
• /
• v.3 no.2
• /
• pp.355-372
• /
• 2001

The primary school mathematics emphasizes some activities such as visualizing figures, drawing figures and comparing figures from various angles. These activities could be undertaken throughout examination, experiments and exploration of the substantial materials. They could also be undertaken by using the objects found in a daily life informally. The 7th curriculum of mathematics reflects this trend and includes the systematized activities in teaching spatial sense in geometry. However, it still requires more researches on the teaching methodology of spatial sense and the conceptual analysis of spatial sense. In this study, the concept of spatial sense is analyzed and Mackim's 3-levels teaching methodology and Bruner's EIS theory and suggestions are reviewed as a possible teaching methodology of spatial tasks. As a conclusion, this study suggests a teaching-learning methodology of spatial tasks at the levels of 2-GA and 3-Ga of the 7th curriculum of mathematics.

• School Mathematics
• /
• v.1 no.1
• /
• pp.19-37
• /
• 1999

In this study, we examined some matters related to the learning of variable concept in school mathematics on the basis of the theoretical foundation from the previous studies(e.g. Davis, 1975; Rosnick, 1981; IK chemann, 1981; Wagner, 1983.) and practices on variable concept teaching by evaluating the current state of that. Matters be discussed are as follows; the use of symbol for place holders in elementary mathematics, the dealing with sets those elements are literals and operations of such sets, the teaching of dummy variable, the construction of literal expressions that contains variables, the labeling indeterminates as a constant, the change in the exact meaning of variable according to the function concept, the teaching of a generalization by means of variables. After considering on these matters that are connected with the teaching-learning of variable concept, we suggested the alternative proposal to the current state of variable concept teaching.

• Research in Mathematical Education
• /
• v.14 no.4
• /
• pp.323-332
• /
• 2010

It is the development of a mathematics teachers' teaching knowledge that manifests a mathematics teacher's professional knowledge growth. It is becoming a direct and effective approach of conversion of mathematical knowledge into the knowledge of mathematics teaching. Through the investigation, the study revealed that the knowledge conversion process of mathematics teachers in middle school is restricted by three aspects including eight factors. From this point, the authors have structured the path and model on influencing factors of middle school Mathematics Teaching Knowledge Conversion (MPCK), and discuss the mechanism of the transformation process.