• The Mathematical Education
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• v.61 no.3
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• pp.397-417
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• 2022

The purpose of this study is to discuss information literacy in mathematics education by comparatively analyzing mathematics education experts' perception of information processing and information literacy in mathematics education. We collected mathematics education experts' opinions using the modified Delphi method and focus group interviews, then analyzed their responses with an analytic framework through a constant comparative method. Even though we used different methods, we could compare their perceptions under the common themes. The findings are in three-folds. First, most experts focused only on the use of technological tools or statistics as a way of developing information literacy. In addition, even though mathematics education experts recognize the need for information literacy in mathematics education, their definition and meaning of information literacy somehow varied. Secondly, teachers as practitioners emphasized social competency which could be developed through information literacy. Thirdly, they asked for concrete and systematic plans for school practice in order to well develop information literacy in schools. Even though there were some differences in their perception of information literacy in mathematics education in terms of their prior experiences and background, it is very meaningful that there were commonalities among their perceptions which would allow us to find the ways of developing information literacy in mathematics education.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.355-376
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• 2019

Since the second comprehensive mathematics education plan was announced in 2012, many policies have been implemented based on it. However, due to many changes in various social situations and revision of the curriculum, new plans and policy proposals for mathematics education are strongly required. But, we need to recognize what the changes in the current social and educational situation ask for education in order to make meaningful policy. Therefore, in this study, we intend to develop an appropriate questionnaire to investigate mathematics teachers' perceptions and educational status of mathematics by analyzing former domestic and international studies on the related field and reflecting the educational situation in Korea. When developing questions, experts' opinions were consulted and preliminary on-site survey studies were conducted to maintain the suitability and reliability of the questions. Through these procedure, 33 questions were developed in three areas: teachers' recognition on mathematics education, educational status of mathematics education, and ICT utilization. It will be used as a tool to investigate math teachers' perception and current status of mathematics education and the results from this survey will be useful for developing mathematics education policies for the future.

• The Mathematical Education
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• v.63 no.1
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• pp.63-83
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• 2024

The purpose of this study is to analyze the mathematical connection components of the tasks included in the trigonometric ratio unit of 3rd grade middle school textbook based on the 2015 revised mathematics curriculum and investigate teachers' perceptions and practical measures regarding these components. To this end, we analyzed the characteristics of mathematical connection tasks included in the trigonometric ratio units in nine types of 3rd grade middle school mathematics textbooks, and we conducted a questionnaire survey and interviews with one in-service math teachers in pre interview and with two in-service math teachers in this interview to investigate their perceptions and practical measures. As a result of the study, the number of tasks with external connection in the trigonometric ratio unit were less than those of internal connection. In addition, in terms of teachers' perceptions and practical measures, the perspective of analyzing tasks with mathematical connections varied depending on the teacher's perspective, and the practical measures varied accordingly. These findings are significant in that they reveal the relationship between mathematical tasks, teacher perceptions and measures to foster effectively students' mathematical connections.

• The Mathematical Education
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• v.53 no.4
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• pp.449-462
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• 2014

In this study, mathematics teachers' awareness of the need for motivation and its utilization in the actual classes were analyzed through a survey. As a result, the mathematics teachers answered positive on the need for motivation but the attempts for motivation in actual classes were rather low. In addition, they answered that teacher training for motivation were helpful in actual classes. Among Keller's ARCS, the strategies mathematics teachers recognized necessary and those used frequently in actual classes often showed generally consistent, and the need for motivation and the degree of utilization got highest score in motivation sector. On the other hand, mathematics teachers need to acknowledge specific utilization strategies of ARCS but showed incompetent in utilizing them in actual classes. Thus, in order to efficiently utilize the strategies for motivation in mathematics classes, mathematics teachers needed practical teacher training, specific instruction methods, researches on practical instructional methods and in-service, and administrative supports for the activations of teacher's study group and mentor system.

• East Asian mathematical journal
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• v.37 no.4
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• pp.443-460
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• 2021

This study analyzes the characteristics of elementary math gifted classes through the development and application of teaching and learning materials. We used the guided reinvention methods including quasi-experiential perspectives. To this end, the applicability of Lakatos' quasi-empirical mathematical philosophy in elementary mathematics was examined, and the criteria for the development of teaching and learning materials for gifted students were presented, and then this study was conducted in this theoretical background. The subjects of the study were 21 elementary students at P University's Institute of Science and Gifted Education, and non-face-to-face real-time classes were conducted. Classes were divided into introduction, deployment1, deployment2, organization stages, and in each stage, small group cooperative learning was conducted based on group activities, and in this process, the characteristics of elementary mathematics gifted were analyzed. As a result of the study, elementary mathematics gifted students did not clearly present the essence of justification in the addition algorithm of fractions, but presented various interpretations of 'wrong' mathematics. They also showed their ingenuity in the process of spontaneously developing 'wrong' mathematics. On the other hand, by taking interest in new mathematics starting from 'wrong' mathematics, negative perceptions about it could be improved positively. It is expected that the development of teaching and learning materials dealing with various and original topics for the gifted students in elementary school will proceed through follow-up research.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.151-172
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• 2021

In this study, I investigated prospective mathematics teachers' perceptions of activities using Wax-paper, a hands-on material (manipulatives), and GeoGebra, a technological tool, in teaching quadratic curves. Twenty prospective mathematics teachers in the Mathematics Education Department of a local university participated in a survey on their perception of the use of hands-on materials and technological tools in teaching quadratic curves. According to the results of this study, prospective mathematics teachers generally preferred the use of technological tools for learning and teaching quadratic curves. Additionally, mathematics teachers thought that the tool helped students develop intuitive thinking through visualizing quadratic curves, enabling the exploration of various mathematical properties, assisting the comprehension of various concepts, and increasing students' interest levels. However, they were concerned about the immature use of technological tools by students or teachers, and recognized that the advantages and disadvantages of using hands-on material and technological tools were complementary. Based on these findings, it is suggested that hands-on material and technological tools should be used complementally in mathematics classes, and the development and dissemination of class materials that are not affected by students' or teachers' ability to use technological tools is important.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.539-564
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• 2011

This study examined how elementary teachers perceive and use "problem-posing" as a way to improve students' problem-solving skills in their mathematics classrooms. In the study, a total of 193 teachers in metropolitan areas were surveyed and a subset of 4 teachers were selected for depth-interviews. Results of the study included that teachers did not have a clear understanding of the study included that teachers did not have a clear understanding of the intended meaning of "problem-posing" although many of them have heard about the idea itself. Therefore, "problem-posing" was not fully utilized in their mathematics instructional and assessment. It is suggested that there is a need to develop instructional materials and related professional development of teachers for better instruction of problem-posing in the mathematics classroom.

• East Asian mathematical journal
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• v.40 no.2
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• pp.267-286
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• 2024

This study investigates the perceptions toward prospective elementary teachers regarding the revised 2015 elementary mathematics curriculum. The aim is to understand the importance and implementation of the revised curriculum and provide implications for curriculum improvement in elementary teacher education institutions, using Interpretative Phenomenological Analysis (IPA). The research findings are as follows: Firstly, prospective elementary teachers perceived that the areas of the revised 2015 elementary mathematics curriculum that require particular focus are number and operations and data and probability. Secondly, they identified the specific elements within these areas that demand dedicated attention as follows: numbers up to four digits in number and operations, mixed calculations with natural numbers, shapes of solid figures, spatial sense of solid figures, comparison of quantities in measurement, etc. These findings can inform the improvement of the curriculum in elementary teacher education institutions.

• Journal for History of Mathematics
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• v.27 no.3
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• pp.233-253
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• 2014

In this study, the kindergarten teachers and elementary school teachers were surveyed to see the level relevance of the kindergarten and primary school curriculums. As a result, first, the kindergarten curriculum was generally appeared appropriate to the level of kindergarten students. However, in practice, a significant amount of the first grade curriculum were taught in the kindergarten. Second, the variation of mathematical abilities among the begining students was very large, and this variation also affected the students' achievements. Third, both kindergarten teachers and elementary school teachers wished for adjustments of the level of mathematics curriculum.

• East Asian mathematical journal
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• v.39 no.4
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• pp.393-417
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• 2023

STEAM education, which was introduced to address many of the issues raised in science and technology education, has had a profound impact on the field of education over the past 13 years. This study aims to systematically analyze the research trends of STEAM education integrated with mathematics from 2010 to 2022 and to provide implications for future STEAM education. To this end, 89 articles published in domestic KCI journals were collected and analyzed. The results showed that more than half of the STEAM studies were related to the development and application of STEAM programs. The next most frequent studies were related to current state and improvement oaf STEAM education, followed by curriculum and textbook analysis, and by teacher education and teacher competencies. Students' and teachers' perceptions and attitudes toward STEAM education were addressed in only a few papers.