• Education of Primary School Mathematics
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• v.18 no.3
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• pp.191-201
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• 2015

In this study, I used McAnallen Anxiety in Mathematics Teaching Survey Tool to analyze 214 South Korean elementary teachers' anxiety for teaching mathematics. From the analysis of ANOVA and Regression Model, I found that there are statistically significant differences among teachers regarding anxiety for teaching mathematics according to their academic backgrounds, certification levels and teaching experiences. On the other hand, there is no statistically significant difference according to their gender. From the findings of this study, I found that there is a possibility of reducing teachers' anxiety for teaching mathematics with teacher education programs.

• School Mathematics
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• v.14 no.1
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• pp.109-134
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• 2012

The purpose of this study is to develop authentic assessment model and example tools of mathematics teaching and learning. By reviewing literature researches, we set up the definition of authentic assessment in mathematics education, checked the criterian of authentic assessment tasks and mathematical activities. We searched various assessment models of mathematics teaching and learning, project assessment proceeding model, and criterian of project assessment, and checked various project tasks of the authentic assessment. And we developed authentic assessment model and example tools of mathematics teaching and learning. The model is applied project tasks in the form of being integrated with class to high school students, with high school mathematics especially. Furthermore, we carried the test of content validity for a validity of developed tasks for experts in studies of mathematics education. The result is that authentic assessment model and example tools of mathematics teaching and learning has an significance in mathematics education and can be used to judge whether students are doing 'real' mathematics or not, keeping the applicability in the form of being integrated with class.

• Research in Mathematical Education
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• v.12 no.2
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• pp.85-108
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• 2008

In this study, we created, implemented, and evaluated the impact of proportional reasoning authentic investigative activities on the mathematical content and pedagogical knowledge and attitudes of pre-service elementary and middle school mathematics teachers. For this purpose, a special teaching model was developed, implemented, and tested as part of the pre-service mathematics teacher training programs conducted in Israeli teacher colleges. The model was developed following pilot studies investigating the change in mathematical and pedagogical knowledge of pre- and in-service mathematics teachers, due to experience in authentic proportional reasoning activities. The conclusion of the study is that application of the model, through which the pre-service teachers gain experience and are exposed to authentic proportional reasoning activities with incorporation of theory (reading and analyzing relevant research reports) and practice, leads to a significant positive change in the pre-service teachers' mathematical content and pedagogical knowledge. In addition, improvement occurred in their attitudes and beliefs towards learning and teaching mathematics in general, and ratio and proportion in particular.

• East Asian mathematical journal
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• v.33 no.2
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• pp.235-255
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• 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
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• v.15 no.3
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• pp.295-310
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• 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.

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

• The Mathematical Education
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• v.51 no.4
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• pp.429-453
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• 2012

The purpose of the study were to analyze teaching models of arithmetic operations of integers in Korean middle school mathematics textbooks of the first grade and Americans', from which we compare and analyze standards for choice of models of middle school teachers and preservice mathematics teachers. We also analyze the effect of the choice of teaching models for students to understand and appreciate number systems as a coherent body of knowledge. On the basis of that, we would like to find the best model to help students understand and reason the process of formulate the arithmetic operations of natural numbers and integers into the operation of the real number system. Furthermore, we help these series of the study to be applied effectively in the middle school mathematics class in Korea.

• School Mathematics
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• v.1 no.2
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• pp.529-545
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• 1999

The purpose of the study is to introduce a model for learning-teaching mathematics using graphing calculator. This study consists of four main chapters. In chapter III, there are some Teaching Procedures and reports. Graphing calculator was used as a tool in understanding mathematical concepts and solving given problems. Also there is an example of performance assessment on second-grade students in high school. This study left much to be desired and has to be followed by a continuing study to make it better.

• The Mathematical Education
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• v.38 no.1
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• pp.61-75
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• 1999

This study has its purpose to develop an optimal teaching model in math class leading to an effective device of open education in mathematics being transformed from the current teacher-centered teaching to the individually specified student-centered one on the basis of the definitions and methods of open education learned from sundry literature references. Accordingly, this paper established several patterns of effective open math class for teaching specific math's contents, followed by developing applicable teaching-learning models for class situation rested on each math lesson's features. Unit learning models for open education in mathematics, which were made step by step according to each unit's contents were also presented to be applied to real class situations.

• Research in Mathematical Education
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• v.26 no.3
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• pp.167-202
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• 2023

A central problem of mathematics teaching worldwide is probably the insufficient adaptive handling of tasks-especially in computational practice phases and modeling tasks. All students in a classroom must often work on the same tasks. In the process, the high-achieving students are often underchallenged, and the low-achieving ones are overchallenged. This publication uses different modeling of the tennis serve as an example to show a possible solution to the problem and develops and discusses one adaptive task each for middle school, high school, and college using three mathematical models of the tennis serve each time. From model to model within the task, the complexity of the modeling increases, the mathematical or physical demands on the students increase, and the new modeling leads to more realistic results. The proposed models offer the possibility to address heterogeneous learning groups by their arrangement in the surface structure of the so-called parallel adaptive task and to stimulate adaptive mathematics teaching on the instructional topic of mathematical modeling. Models A through C are suitable for middle school instruction, models C through E for high school, and models E through G for college. The models are classified in the specific modeling cycle and its extension by a digital tool model, and individual modeling steps are explained. The advantages of the presented models regarding teaching and learning mathematical modeling are elaborated. In addition, we report our first teaching experiences with the developed parallel adaptive tasks.