• The Mathematical Education
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• v.63 no.3
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• pp.411-436
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• 2024

This study investigated how Korean elementary, middle, and high school students perceive mathematics learning situations to determine whether the mathematics classes provided in schools met the standards of a highquality educational experience. Using a comprehensive survey that considers both formal and implementation aspects of mathematics classes, responses from 15,418 students were analyzed to gain insights into their views on the classroom environment, instructional methods, and overall learning experience. The results indicate that as students advance in grade level, their perceptions of mathematics learning situations become increasingly negative, and mathematics classes are still perceived as being teacher-centered. Additionally, it was found that mathematical manipulatives and technological tools are not being effectively utilized, and that students' learning experiences are influenced by class size and the availability of mathematics subject-exclusive classrooms. Based on these findings, several recommendations were made to improve the quality of mathematics education and enhance students' perceptions: implementing teaching methods that increase student engagement in learnercentered classes, providing opportunities for active and diverse use of teaching aids and technological tools beyond simple calculations, maintaining appropriate class sizes, and expanding the use of mathematics subject-exclusive classrooms. These considerations are crucial for creating a more engaging and effective mathematics learning environment that aligns with evolving educational standards and meets students' needs. The findings of this study provide actionable insights for educators and policymakers aiming to improve the quality of mathematics education in Korea.

• Communications of Mathematical Education
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• v.26 no.4
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• pp.363-381
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• 2012

The purpose of the study was to examine teachers' gender difference in teachers' perceptions of the affective domain in teaching practice. This study was conducted with 327 secondary mathematics teachers in Gyeonggi-do by survey method. According to the results, female teachers showed more positive responses in perceptions of the affective domain and teaching practices in the aspect of affective domain at the stage of planning lessons, assessing students, and reflecting lessons. Especially, female group showed higher mean scores than male group in the perception of the value of mathematics at the all stages of teaching.

• Education of Primary School Mathematics
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• v.19 no.1
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• pp.61-78
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• 2016

The purpose of this study was to investigate the perceptions and perspectives on meanings and use of manipulatives in mathematics lessons. For the investigation, the researcher reviewed related literature and analyzed the perceptions of preservice teachers on the meanings and use of manipulatives in mathematics lessons. The participants were 75 preservice elementary school teachers who took a teaching practice course at the 1st or the 2nd semester in 2015. These preservice teachers observed mathematics lessons for two weeks during the student teaching periods. They were requested to observed the use of manipulatives in mathematics lessons and wrote about their ideas on the meanings and use of manipulatives. Result of the research was that the perceptions on the meanings and use of manipulatives from the preservice teachers' perspectives are as follows. Manipulatives in mathematics lessons were self-made or pre-made manufactures. The using time of manipulatives during lessons varies, and the teachers provide the manipulatives with contexts. Providing in-depth observation during a teaching practice course is allowed opportunities for preservice teachers to reflect their mathematics teaching and learning methods in the classroom.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.675-694
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• 2013

The purposes of this study were to investigate teachers' perceptions on process-focused mathematics assessment using manipulatives and technological devices and to propose the direction of the process-focused mathematics assessment. This study was conducted by the survey method with a total of 332 elementary and secondary school mathematics teachers working in Seoul or Gyeonggi areas who had experienced in using manipulatives and technological devices. According to the results, the use of manipulatives and technological devices in the process-focused mathematics assessment will facilitate the use of various alternative assessment methods such as research-report, project, and discussion for the process-focused mathematics assessment. Those alternative assessment methods enable teachers to diagnose students' learning in more accurate and holistic views and contribute to improving teachers' teaching practices focused on the mathematical process.

• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.533-551
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• 2013

The purpose of this study is to investigate how middle school mathematics teachers understand the definition and the purpose of constructed-response assessments as well as what they expect from the assessments. By examining the responses of 189 middle school mathematics teachers to the survey, we found that there is discrepancy between their perceptions and reality of the constructed-response assessments in practice. In other words, teachers' practice is not well aligned with their perceptions and expectations due to the restraint of school system and environment. The findings give us some meaningful implication for the improvement of effective constructed-response assessments and professional development.

• Journal of Educational Research in Mathematics
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• v.13 no.3
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• pp.267-286
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• 2003

The purpose of this study was to understand the structures underlying Korean elementary teachers' attitudinal beliefs toward reform-oriented mathematics instruction and predict their intentions to change traditionally-oriented teaching practice. The theory of planned behavior (TPB) developed by Fishbein and Ajzen provided a conceptual framework for the examination of factors that influence Korean teachers' beliefs, attitudes, subjective norms and perceptions of control factors. Data were gathered through a survey instrument from 281 teachers who teach mathematics in a metropolitan city of Korea. Descriptive statistics and multiple regression analyses were conducted to analyze the data. Findings indicate that Korean elementary teachers' change in Instructional practice is based primarily on their judgements regarding the likelihood of occurrences of certain consequences if they engage in teaching mathematics in a reform-oriented way. Teachers' perceptions of important others regarding the reform-oriented mathematics instruction seem to play a minor role in teachers' instructional change. Teachers' perceptions about control factors that prohibit or help teach mathematics in a reform-oriented way do not seem to make significant improvement in predicting their intentions to change traditionally-oriented teaching practice.

• School Mathematics
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• v.8 no.4
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• pp.365-377
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• 2006

This article examines the Korean classroom teachers' perceptions about the 7th national mathematics curriculum for elementary school. Elementary classroom teachers were surveyed using the researcher-made questionnaire (Teacher Perception about Mathematics Curriculum) and 143 teachers completed the questionnaire. The data collected was analyzed by a descriptive analysis. The results revealed that about 67% teachers considered the curriculum was well developed in scope and sequence. However, 43% teachers reported that the teacher's manual should provide clearer explanation instructional strategies to teach the math topics to children. 38(26%) teachers claimed the curriculum contains too much content to teach. 34(24%) of the teachers indicated some contents were developmentally too difficult for their students to understand. The most serious difficulties for the teachers in teaching mathematics was to accommodate individual student's different mathematics abilities, especially accelerated by private lessons at the after school programs.

• The Mathematical Education
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• v.51 no.4
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• pp.317-335
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• 2012

The purposes of this study were to investigate the perceptions of teachers and students on the implementation of the intensive course completion system in mathematics courses and to provide suggestions for the improvement of the system. Five high school mathematics teachers and 338 10th graders and 87 11th graders in 2 high schools located in Gyeonggi-do participated in this study. The results of this study indicated that the intensive course completion system is more appropriate to the subjects which require less time allotment or practical exercise than mathematics courses. For better implementation of the intensive course completion system in mathematics courses, first of all, enough time allotment for teaching and learning mathematics should be guaranteed. Otherwise, the system can make students feel more burden of learning due to increase in learning volume of mathematics courses.

• Communications of Mathematical Education
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• v.30 no.1
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• pp.101-120
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• 2016

The purposes of the study were to analyze pre-service mathematics teachers' MKT and to examine the perceptions of MKT to find implications for the improvement of pre-service mathematics teacher education program in the aspect of teachers' content knowledge. Twenty-six pre-service mathematics teachers participated in the survey to examine the perceptions of MKT and they also finished two MKT tasks which focused on a specific area of middle school geometry. According to the survey results, the participants thought that they have enough knowledge in all categories of MKT except KCT-2 and they appreciated the importance of MKT education in pre-service mathematics teacher education program. However, the participants showed difficulties in MKT task items which required SCK, KCS, KCT, especially, the proportions of those who showed appropriate knowledge on the items required SCK and KCT was less than 50%. These results show disagreement between the perceptions of pre-service mathematics teachers' MKT and practice of MKT.

• School Mathematics
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• v.9 no.2
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• pp.259-276
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• 2007

There have been a number of lesson analysis studies, yet not many studies address the issue of the perspective of students who play a key role in the lesson along with the teacher. The purpose of this study is to investigate how the teacher and the students interpret the mathematics lesson they experienced, and to find out the potential discrepancy between the teacher and the students in their perceptions of mathematics lesson. To pursue this purpose, 10 consecutive lessons were videotaped in the 8th grade mathematics classroom, and the video-stimulated post-lesson interviews were also conducted with the teacher and the students. Based on the lesson videos and the interview data, six discrepancies between the teacher and the students in their perceptions of mathematics lesson were dentified: the discrepancy between the teacher's intention and students' interest in the lesson; different interpretation and response to the teacher's mistake; formal abidance; topaze effect; different recognition of the students' preference among the topics; teacher's insufficient response to students' needs. These six discrepancies were further categorized and some implications were drawn.