• 한국수학교육학회지시리즈A:수학교육
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• 제52권2호
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• pp.175-190
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• 2013

The purpose of this article is to suggest using portfolio for professional development of secondary pre-service mathematics teachers based on actual application case. To achieve this goal, 28 pre-service mathematics teachers developed their own portfolios in the regular study course for one semester under the pre-planned components of portfolio. Then they participated in the survey of their beliefs in mathematics and mathematics education and in the structured interview for drawing implications of using a pre-service mathematics teacher portfolio. According to the collected data, developing a pre-service mathematics teacher portfolio made a significant difference in beliefs of mathematics teachers' roles and showed the potential to improve the professional development of pre-service mathematics teachers as well as their learning. Continued investigation for more effective components of a pre-service mathematics teacher portfolio would be needed.

• 한국수학교육학회지시리즈A:수학교육
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• 제54권1호
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• pp.1-11
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• 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.

• 한국학교수학회논문집
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• 제24권4호
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• pp.327-348
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• 2021

본 연구는 수학학습 멘토링 활동이 예비수학교사들의 수학교수지식에 미치는 영향에 대해 알아보기 위하여 M대학교 수학교육과 학생 6명을 연구 대상자로 선정하였다. 예비수학교사들은 농촌지역 중학생과 주 2회 2시간씩 15주 동안 1:1로 수학학습 멘토링을 진행하였으며, 매주 학습사항 및 정서관찰을 기록한 멘토일지를 과제로 제출하였다. 예비수학교사들의 멘토일지, 성찰일지와 면담 내용을 바탕으로 수학학습 멘토링 활동이 예비수학교사들의 수학교수지식과 학생에 대한 이해 및 자아성찰에 미치는 영향을 분석한 결과 다음과 같은 결론을 얻었다. 첫째, 수학학습 멘토링은 예비수학교사들에게 이론적인 수학교육학의 내용을 학교현장에서 적용할 수 있는 기회를 제공함으로써 이론적인 지식을 실천적 지식으로 발현하게 하였다. 둘째, 수학학습 멘토링은 예비수학교사들에게 학생을 이해하는 방법과 이해하는 능력을 갖추는데 도움을 주었고, 학습자로서의 자신의 태도 및 자세에 대해 반성하게 하는 기회를 제공하였다. 셋째, 수학학습 멘토링은 예비수학교사들에게 수업에 대한 반성의 기회를 제공함으로써 교수 활동을 신장하는데 도움을 주었다. 넷째, 수학학습 멘토링은 예비수학교사들의 교직에 대한 신념과 교직관의 변화에 긍정적인 영향을 주었다.

• 한국수학교육학회지시리즈A:수학교육
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• 제57권2호
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• pp.179-196
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• 2018

The purpose of this study was to investigate the measurement equivalence and to suggest application ways in teaching aptitude and personality test results for pre-service mathematics teachers between a graduate school of education and a college of education. This study analyzed the scores of the teaching aptitude and personality test of 36 pre-service mathematics teachers enrolled in a graduate school of education and 111 pre-service mathematics teachers in a college of education by performing a multivariate generalizability analysis. The main results were as follows. First, graduate's pre-service mathematics teachers had a higher level of teaching aptitude and personality than that of college's pre-service mathematics teachers based on the total scores. In addition, graduate's pre-service mathematics teachers had higher levels of teaching aptitude and personality than those of college's pre-service mathematics teachers except for a creativity application domain based on the sub-domain scores. Second, cognitive domains were measured more precisely but affective domains were measured less precisely for graduate's pre-service mathematics teachers than for college's pre-service mathematics teachers. Third, regardless of school levels, Cronbach's ${\alpha}$ values, which might be overestimated by applying the classical test theory, were higher than dependability coefficients. Fourth, this study showed a somewhat negative result in ensuring the measurement equivalence for a problem solving exploration domain. However, regardless of school levels, this study indicated that the overall measurement was generally reliable on composite scores. Based on these results, it was confirmed that multivariate generalizability methodologies' approach can be useful for exploring the measurement equivalence issues. Finally, this study suggests how to utilize the results of the test, how to apply a multivariate generalizability analysis for detecting the measurement equivalence, and how to develop future research based on limitations.

• 한국수학교육학회지시리즈A:수학교육
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• 제52권4호
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• pp.465-481
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• 2013

In this study, 27 pre-service teachers presented virtual mathematics instruction to develop his/her own teaching practice ability. I found several attributes in their virtual mathematics instruction such as connecting contents, asking justification, encouraging students' communication, representing variously, and using ICT etc. These will be the characteristics of the future mathematics class. When peer pre-service teachers assess presenter's instruction quantitatively, there are differences in the results between expert and pre-service teachers. Pre-service teachers didn't find the elements of student self assessment or group assessment and communication activities at the virtual instruction. When they assess peers' virtual instruction qualitatively, the results are specific or new ones compared with the quantitative assessment elements. Thus I suggested some implications for the mathematics pre-service teachers' virtual instruction in the view of teacher education.

• East Asian mathematical journal
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• 제35권4호
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• pp.429-449
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• 2019

This study aims to investigate the statistical literacy of pre-service mathematics teachers and to discuss the impact of statistical literacy in lesson plan. For the purpose of this study, we analyzed 13 pre-service mathematics teachers' statistical literacy tests and lesson plans. The results of this analysis are as follows: First, pre-service mathematics teachers did not have a high level of statistical literacy, and it was also observed that there was a big level difference between them. Second, pre-service mathematics teachers' lesson plans showed significant difference in the level of the target grade, the characteristics of the target student, and the contents. Based on this study, we seek to find implications for how it is appropriate to educate teachers in charge of statistical education.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권1호
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• pp.75-96
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• 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.

• East Asian mathematical journal
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• 제34권2호
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• pp.155-176
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• 2018

The purpose of this article is to study the change of mathematics teaching efficacy of pre-service mathematics teachers in teaching practice course. For this purpose we collect data through questionnaire from 61 pre-service mathematics teachers. To make a questionnaire we rearrange Ryang's MTES items. The pre-service mathematics teachers fill out the questionnaire before and after teaching practice course. The data are analyzed by paired t-test using SPSS23. The result of paired t-test show that the difference between pre-test scores and post-test scores is significant statistically. So we can conclude that the mathematics teaching efficacy of pre-service mathematics teachers is changed and improved after teaching practice course.

• 한국초등수학교육학회지
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• 제14권2호
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• pp.487-521
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• 2010

대개의 수학교실에서 교사는 자신의 수학 신념에 바탕을 두고 학생들에게 수학을 어떻게 가르칠 것인지를 결정하게 된다. 교사의 수학 신념은 과거의 다양한 수학에 대한 경험으로부터 만들어지기에 초등예비교사의 수학 신념은 교육실습을 통해 유의미한 변화가 있을 것이라 예상할 수 있다. 따라서 초등예비교사들의 수학에 관한 신념이 교육실습 전?후로 어떻게 변화되어 가는지 분석해 보고, 나아가 이들의 수학에 관한 신념 변화에 영향을 미치는 요인을 찾아보았다. 초등예비교사들을 대상으로 한 교육실습 전과 후의 설문조사 및 소수 대상자들을 교육실습 과정에서 관찰조사 한 결과, 교육실습은 예비교사들의 수학 신념 변화에 영향을 미치고 있으며, 그들이 지닌 신념에 따라 수업의 방향이 달라지고, 지도교사나 수업에서의 성공과 실패 요인 등이 신념 변화에 큰 영향을 미침을 알 수 있었다. 이 연구는 위의 결과를 바탕으로 교육실습 과정에서 초등예비교사들의 수학 신념 변화에 대한 논의 및 제언을 담고 있다.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권2호
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• pp.131-144
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• 2012

The purpose of this study is to investigate the change of mathematics pre-service teachers' teaching behaviors in microteaching. This study is organized along the following lines: 1) mathematics pre-service teachers conduct twice microteachings, 2) the microteaching recordings and lesson observation reports written by pre-service teachers are analyzed. Through reviewing the first microteaching, pre-service teacher have reviewed and found out improvements of their teaching. In the second microteaching, pre-service teachers' teaching behaviors have been positively and effectively changed with respect to teaching methods, proposal of learning objectives, prior knowledge usage, presenting lesson's content, concise descriptions, brief language usages, multimedia, and appropriate questions. However, they frequently used inappropriate expressions from their unconscious habits. Therefore, the educational institutions should provide opportunities involved in well-structured microteaching training program with pre-service teachers, which in turn, help pre-service teachers to have more positive teaching competence.