• Title/Summary/Keyword: pre-service elementary school mathematics teachers

Search Result 68, Processing Time 0.019 seconds

Comparison of the Mathematics Educational Values between Pre-service and In-service Elementary School Teachers (수학교육적 가치에 대한 예비 초등교사와 현직 초등교사의 인식 비교)

  • Yim, MinJae;Cho, SooYun;Pang, JeongSuk
    • Communications of Mathematical Education
    • /
    • v.34 no.3
    • /
    • pp.277-297
    • /
    • 2020
  • The purpose of this study was to identify and compare the mathematics educational values of pre-service and in-service elementary school teachers. For this purpose, we implemented a questionnaire investigating mathematics educational values and used principal component analysis which resulted in six components. These components were named as fun, problem-solving, representation, computation, ability, and explanation through systematic labeling processes. Both pre-service and in-service elementary school teachers considered problem-solving the most important and there was no statistical difference between the teacher groups. They also considered fun the least important and in-service elementary school teachers regarded it more important than pre-service counterparts did. All value components except explanation were regarded as important by in-service elementary school teachers, fourth-year pre-service teachers, and first-year pre-service teachers in order. The result of noticeable differences between pre-service and in-service elementary school teachers implies that actual teaching experience may affect teachers' mathematics educational values more than teacher preparation programs. Based on these findings, we need to discuss what should be regarded as important and worthwhile in teacher preparation programs to establish mathematics educational values for pre-service teachers. We also need to confirm whether the mathematics educational values by in-service elementary school teachers may be in line with what has been pursued in the national mathematics curriculum.

A Case Study on Elementary Pre-service Teachers' Pedagogical Content Knowledge of Mathematics that Learned in the Course of Student Teaching (교육실습 과정에서 배우는 초등예비교사의 수학 교수학적 내용 지식에 관한 사례연구)

  • Nam Yun-Sug;Jeon Pyung-Kook
    • The Mathematical Education
    • /
    • v.45 no.1 s.112
    • /
    • pp.75-96
    • /
    • 2006
  • The purpose of this study was to analyze how elementary pre-service teachers learned the pedagogical content knowledge of mathematics and to understand the challenges and difficulties that they experienced in the course of student teaching. A qualitative case study provided an in-depth description of the whole three weeks of student teaching process. Four pre-service teachers and two mentor teachers participated in this study. Multiple data collection techniques were used; classroom observations, in-depth interviews, document analysis, and researcher's field notes. The results of this study showed how pre-service teachers learn PCK of mathematics in designing mathematics lessons, understanding mathematics learners and delivering mathematics lessons and what are the difficulties and challenges they experienced. Finally this study discussed about some suggestions to pre-service program and future research.

  • PDF

An Analysis of the Pre-service Teachers' Conceptions on Mathematical Problems (수학문제에 대한 예비교사의 인식분석)

  • Park, Mangoo
    • Education of Primary School Mathematics
    • /
    • v.25 no.1
    • /
    • pp.125-141
    • /
    • 2022
  • The purpose of this study is to analyze how pre-service teachers perceive mathematics problems by making good mathematics problems at the elementary school level and applying them to elementary school students. In this study, 86 pre-service teachers enrolled in the second and third grades of A University of Education presented good mathematics problems they thought of. In addition, these pre-service teachers predicted the solution strategies of elementary school students for the proposed mathematics problem and described the teacher's expertise while observing the problem-solving process of elementary school students. As a result of the study, pre-service teachers preferred mathematical problems needed for using mathematical concepts or algorithms, motivation, and open-ended problems as good mathematics problems, and thought that students' in-depth observation and analysis experiences could help improve teachers' problem-solving expertise. In order to enhance teachers' expertise in solving mathematics problems, the researcher proposed for pre-service teachers to observe students' mathematics problem-solving processes, to experience in developing high-quality mathematics problems, and also to distribute high-quality mathematics problems linked to textbook problems.

Pre-service elementary school teachers' metaphors on mathematics textbooks (예비초등교사의 수학교과서에 대한 은유 분석)

  • Kim, Jin Ho;Kim, Sang Mee
    • The Mathematical Education
    • /
    • v.53 no.1
    • /
    • pp.147-162
    • /
    • 2014
  • The purpose of this study was to investigate the nature of pre-service elementary teachers' metaphors on mathematics textbooks. Their metaphors describe individual and collective patterns of thinking and action on mathematics teaching and learning. To analyze their metaphors, qualitative analysis method based on Lakoff and Johnson's theory of metaphor (1980) was adopted. Metaphors on mathematics textbooks were elicited from 161 pre-service elementary school teachers through writing prompts. The writing prompt responses revealed three types and thirteen categories: As Type I, there were (1) 'Principles', (2) 'Summary', (3) 'Manual', (4) 'Encyclopedia', (5) 'Code', (6) 'Guidelines', and (7) 'Example'. As TypeII, there were (9) 'Assistant', (10) 'Friend', (11) 'Scale', and (12) 'Ongoing'. As TypeIII, there was (13) 'Trap'. Among these categories, 'Guidelines', 'Assistant', and 'Ongoing' were the most frequently revealed. These results indicate that the relations of mathematics curriculum, textbooks, and classrooms are not a unilateral way but should communicate with each other.

A Study on the Elementary Pre-service and In-service Teachers' Viewpoints in Mathematics Lesson Critique (초등학교 현직교사와 예비교사의 수학 수업 비평의 관점에 대한 연구)

  • Kim, Nam Gyun;Yu, Je Jung
    • The Mathematical Education
    • /
    • v.54 no.1
    • /
    • pp.1-11
    • /
    • 2015
  • The purpose of this study was to provide fundamental data and implication for forming desirable viewpoint of mathematics lesson critique and for improvement of expertise in lesson by compare and analyze the viewpoint of mathematics lesson critique of pre-service and in-service teachers. For the achievement of the purpose, The lesson critique materials of each 25 pre-service and in-service mathematics teachers were collected and arranged, and compare and analyze the viewpoint of mathematics lesson critique of pre-service and in-service teachers by using the standard for analyzing viewpoint of lesson critique composed of two categories, five main codes and 18 sub codes. The results of this study, both pre-service and in-service teachers have tendency for criticising lesson focusing on the practice rather than plan of lesson and both pre-service and in-service teachers showed evaluative reaction in most of critical statements and used positive ones rather than negative ones. The only pre-service teachers, though minor of them, showed non-evaluative reaction in criticising class and most of the statements were just description and explanation without any their own judgement for the scenes and activities of lessons and most of pre-service teachers have tendency to include reflection and introspection for their own class in lesson critique.

An Analysis of Elementary Pre-service Teachers' Understanding of Mathematical Concepts (교육대학 학생들의 초등수학 개념 이해에 대한 분석연구)

  • Kim, Hae-Gyu
    • Communications of Mathematical Education
    • /
    • v.24 no.2
    • /
    • pp.365-384
    • /
    • 2010
  • This paper is an analysis study where we surveyed how well pre-service teachers understand the mathematical concepts taught in elementary school. We analyzed the results focusing on the following: First, what are the pre-service teachers' understandings of the equal sign and variables? Secondly, how exact are their understandings of other elementary school mathematical concepts? The survey was done on the students in Teachers College of Jeju National University. We hope that the results of this study will help the improvement of mathematical education for elementary pre-service teachers.

A Study on the didactic transposition of the pre-service elementary school teachers for Mathematics instruction (수학수업을 위한 예비초등교사의 교수학적 변환 고찰)

  • Kwon, Sungyong
    • Journal of the Korean School Mathematics Society
    • /
    • v.22 no.4
    • /
    • pp.415-438
    • /
    • 2019
  • The purpose of this study is to examine what aspects of mathematical activities in elementary school mathematics textbooks pre-service school teachers pay attention to in the process of didactic transposition. To do this, the third grade students of the College of Education were asked to analyze the activities of the elementary mathematics textbooks and then select a lesson activities as needed to modify or supplement the activities. As a result of the study, in the process of revising textbook activities for mathematics lessons, pre-service teachers pay attention to whether the textbook activities provide concrete activities, whether they induce student motivation, and whether there is overlap between classes activities. For the didactic transposition of textbook activities for mathematics lessons, pre-service teachers were able to comprehensively utilize relevant curriculum documents such as national curriculum and teachers' manual for checking the goals and achievement standards and lesson objectives.

Perspectives on the Use of Elementary Mathematics Textbooks by the Pre-service Teachers (예비교사의 초등수학교과서 활용에 대한 관점)

  • Park, Mangoo
    • Journal of the Korean School Mathematics Society
    • /
    • v.22 no.4
    • /
    • pp.461-482
    • /
    • 2019
  • The purpose of this study was to analyze the elementary pre-service teachers' perspectives on the use of the elementary mathematics textbooks by observing mathematics classes at the schools and to present suggestions on the use of textbooks in the mathematics classes. For this study, let 54 pre-service elementary school teachers observe a total of 54 classes (1,299 students) in the first through sixth grades at 15 areas in Seoul city. With the observations of the mathematics classes, the researcher analyzed the pre-service elementary teachers' perspectives on the use of resources including mathematics textbooks in the elementary mathematics classes. As a result of the study, the pre-service teachers recognized that mathematics textbooks are the main material for mathematics classes, but they think that they need to reconstruct the contents of the textbooks for effective teaching and learning mathematics. In addition, various additional materials need to be used in order to help students learn mathematics more effectively, including by differentiated materials. Also, instruments used in the classes were mainly consisted of TV and PPT data. Pre-service teachers were not much satisfied with the contents of the elementary mathematics textbooks. However, they did not feel the need for development of digital textbooks. The researcher suggested a long term research on how to use study materials such as textbooks within the overall mechanism of teaching and learning processes. Also, practical teacher education programs that include applications of textbooks at schools are necessary in order to improve the quality of mathematics teaching and learning.

An analysis on the level of cognitive demands of mathematical tasks set up by pre-service elementary school teachers (초등예비교사의 수학수업에서의 학습과제의 인지적 수준 분석)

  • Kwon, Sungyong
    • Education of Primary School Mathematics
    • /
    • v.18 no.2
    • /
    • pp.61-75
    • /
    • 2015
  • This study analyzed the characteristics of mathematical tasks including the level of cognitive demands set up by pre-service elementary school teachers. 50 pre-service teachers in G university of education who participated in their 4 weeks teaching practicum were selected as subjects. They planned and implemented mathematics lesson with their lesson plans. Lesson plans, video of their lessons, transcript of video were gathered and analyzed the characteristics of mathematical tasks used in their lesson. Through the analysis, several conclusions were drawn as follow. First, 78% of the subjects modified tasks in mathematics textbooks. Since modification or construction of mathematical tasks gives good chance for constructing mathematical task knowledge for teaching, more chance should be given to pre-service teachers to construct new tasks or modify tasks in mathematics textbooks. Second, types of modification done by pre-service teachers were categorized as number change(15.6%), situation change(78.1%) and material change(6.3%). As Chapman(2013) emphasized the importance of MtKT, pre-service teachers must have more MtKT by understanding the characteristics of mathematical tasks. Third, the level of cognitive demands required by mathematical tasks were relatively low. 74% of mathematical tasks was lower cognitive demands and only 26% was higher cognitive demands. The level of cognitive demands of tasks in mathematics textbooks tended to be lowered by the directions given right after the tasks were given. In this respect, the structure of mathematics textbooks need to be changed.

Awareness and Knowledge of Pre-Service Teachers on Mathematical Concepts: Arithmetic Series Case Study

  • Ilya, Sinitsky;Bat-Sheva, Ilany
    • Research in Mathematical Education
    • /
    • v.12 no.3
    • /
    • pp.215-233
    • /
    • 2008
  • Deep comprehension of basic mathematical notions and concepts is a basic condition of a successful teaching. Some elements of algebraic thinking belong to the elementary school mathematics. The question "What stays the same and what changes?" link arithmetic problems with algebraic conception of variable. We have studied beliefs and comprehensions of future elementary school mathematics teachers on early algebra. Pre-service teachers from three academic pedagogical colleges deal with mathematical problems from the pre-algebra point of view, with the emphasis on changes and invariants. The idea is that the intensive use of non-formal algebra may help learners to construct a better understanding of fundamental ideas of arithmetic on the strong basis of algebraic thinking. In this article the study concerning arithmetic series is described. Considerable number of pre-service teachers moved from formulas to deep comprehension of the subject. Additionally, there are indications of ability to apply the conception of change and invariance in other mathematical and didactical contexts.

  • PDF