• Title/Summary/Keyword: secondary math teacher

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The effects of secondary pre-service math teacher' belief for 「Studies in mathematics education」 instruction (「수학교과교육론」 수업이 예비 중등 수학교사의 수학 및 수학교육에 대한 신념에 미치는 효과)

  • Lee, Jong Hak;Choi, Jae Ho
    • East Asian mathematical journal
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    • v.29 no.2
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    • pp.169-187
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    • 2013
  • The purpose of this study is to analyze whether mathematics education course can improve secondary pre-service math teacher' belief and correlation on pre-service math teacher' belief and mathematics education achievement. In order to achieve this purpose, the test was conducted to the subject of 34 pre-service secondary math teachers of the grade 2 and grade 4 who were chosen from H university in D city and we analyzed the results. Findings on this study are as follows. First, there was meaningful difference in the pre-service math teacher' belief with significant level of 0.05. This proved that mathematics education course was effective on improving pre-service math teacher' belief. Second, there was not meaningful correlation in the pre-service math teacher' belief and mathematics education achievement.

The Nature of a Method Course for Prospective Secondary Mathematics Teachers

  • Kim, Seong-A;Lee, Sun Hee
    • Research in Mathematical Education
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    • v.23 no.4
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    • pp.235-254
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    • 2020
  • Through this study, we aimed to capture the nature of a mathematics method course, called "the Curriculum Development and Teaching Methods in Mathematics Education" which is a pedagogy course for teaching for secondary school mathematics taught at a university located in a south eastern part of South Korea. The research participants include three junior students who took the methods course and a local high school math teacher with two professors. The research has three parts. First, we designed a method course to prepare the junior or senior students for a teaching practicum. The individual students gave a mini lecture about a secondary mathematical topic as a course requirement. Second, the three students watched a classroom video-clip of the high school teacher and analyzed his instruction before the actual classroom visits. Furthermore, by "Let's Learn" program for students, the course was associated with a local community through the students and so that they could visit the teacher's classroom three times to observe his math classroom teaching. The students discussed the difference between their own mini lectures and the actual math classroom teaching to develop an understanding of what it entails to teach an actual math class. Third, the first author supervised the students' activities in the program including their report for it to bring out their findings to the class of the method course. We found out this method course provided the students with the experience of various aspects of actual math lesson as well as learning theories about the pedagogy for teaching for secondary school mathematics. We conclude that this course gives a model for the method course in mathematics education for secondary school mathematics.

An Analysis of the Discipline of Mathematics Education in Secondary School Mathematics Teacher Certificate Examination (중등교사 임용시험 수학교과교육학 기출 문항 분석)

  • Jeon, Young Ju
    • Journal for History of Mathematics
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    • v.27 no.5
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    • pp.347-364
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    • 2014
  • This study aims at what is required knowledge and ability to pre-service math teachers in teacher certificate examination. First, the items are analyzed and among questions of discipline of mathematics education in the last five years are analyzed and classified. Second, an analytical framework suitable for item analysis is examined and the items are analysed by the analytical framework. Finally, helpful implications for discipline of mathematics education assessment can be drawn from this study. It is found that the discipline of mathematics education assessment has the following characteristics: 1) It assesses specific content of the assessment component; 2) It assesses a teacher's theoretical knowledge, practical knowledge and creative knowledge in terms of teaching ability; 3) There are six cognitive assessments; 4) There is an item for difficulty adjustment.

A study on the in-service teacher's recognition and fallacy for irrational exponent (무리지수에 대한 교사들의 인식과 오류)

  • Lee, Heon Soo;Kim, Young Cheol;Park, Yeong Yong
    • Journal of the Korean School Mathematics Society
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    • v.16 no.3
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    • pp.583-600
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    • 2013
  • In this paper, we study the recognition and fallacy of would-be in-service teachers about numbers with irrational exponent. We chose 51 secondary school teachers who are teaching mathematics in K metropolitan city and investigate their recognition and fallacy about the cases of irrational exponents of a positive rational and irrational exponents of a positive irrational number at the expansion of exponential law. We found following facts. First, in-service teacher's a percentage of correct answers differ depending on the type of numbers with irrational exponent. Second, in-service teachers decide their answer depending on intuition rather than logic. Third, in-service teachers decide their answer depending on exponential rather than base.

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Characteristics of Pre-service Secondary Mathematics Teachers' Noticing in Their Journals (중등예비수학교사의 활동 일지에서 살펴본 노티싱의 특징)

  • Kwon, Na Young;Lee, Min Hee
    • Journal of the Korean School Mathematics Society
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    • v.22 no.1
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    • pp.63-80
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    • 2019
  • This study aims to investigate noticing of pre-service secondary mathematics teachers. For the purpose of this study, we analyzed journals of four pre-service mathematics teachers. Our analysis was based on a framework including three categories such as Aware, Interpret, and Response. As results, we found a tendency that pre-service secondary mathematics teachers have more general awareness of students and relatively fewer interpretations of students' mathematical thinking than other categories. In addition, in the category of Response, the pre-service secondary mathematics teachers were more likely to explain to students than to promote students' thinking through questions. Based on these results, we would like to discuss implications for pre-service secondary mathematics teacher education.

Exploring the Impact of a STEM Integration Teacher Professional Development Program on Secondary Science and Mathematics Teachers' Perceptions of Engineering and Their Attitude toward Engineering Integrated Teaching

  • Wang, Hui-Hui;Nam, Younkyeong
    • Journal of the Korean earth science society
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    • v.36 no.5
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    • pp.484-499
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    • 2015
  • This study explores the impact of a STEM integration teacher professional development program focusing on teachers' perception of engineering and their attitudes toward integrating engineering into teaching. A total of sixty-eight teachers from ten schools participated in the program for five days. Data are collected from three main sources including (1) pre and post concept maps probing teachers' perceptions about the engineering discipline, (2) a pre and post survey measuring teachers' self-efficacy of teaching science/mathematics within the engineering context, and (3) engineering integrated science and (or) mathematics lesson plans and teaching reflections. This study utilizes both qualitative and quantitative research methods depending on the data we have collected. The results show that both science and math teachers thought that integrating engineering into teaching provided valuable outcomes, i.e., promoting students' learning about engineering and improving their interest in science or math through real-world problem solving exercises. Participants also felt more comfortable about integrating engineering in their teaching after the program. The results also imply that the teachers' understandings of engineering become more concrete after the program. This study also provides an overview of the challenges and advantages of teaching engineering in K-12 science and mathematics classrooms.

A Study and Development of Materials for Experimental Classes through Group Activities in Secondary School Math Classes (중등학교 수학수업에서의 그룹활동을 통한 실험수업 연구와 자료 개발)

  • 김응환;한치원
    • Journal of the Korean School Mathematics Society
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    • v.3 no.2
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    • pp.155-164
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    • 2000
  • The future society will demand that enables one to solve in many fields by connecting various informations in many fields and then creating his own information. In the coming society, creativeness will be regarded much important. This ability can be developed with materials through group activities experimental class in math classes. This classes using these materials are not teacher-oriented, explanatory classes but student-oriented ones. They offer students opportunities to think by themselves and expand their potential abilities. They are suitable for rising and keeping student's interests. Therefore experimental classes through group activities enable students to think mathematically and make them recognize the importance of mathematical approach by letting them work connecting other subjects or things in real life. They can develop not only expressive, communicative ability and cooperative spirit, but also the ability to transcend the class itself and then reorganize facts in new insights. Besides, math classes with experiments can arouse student's curiosity familiarizing them with mathematics. Moreover, they can expand student's originative and problem-solving abilities.

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A Study on Utilization Frequency by Beginning Secondary Mathematics Teachers' Perception of Computer Utilization (중등 초임 수학교사들의 컴퓨터 활용의 인식에 따른 활용도에 대한 연구)

  • Lee, Kang Sup;Shim, Sang Kil
    • The Mathematical Education
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    • v.51 no.4
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    • pp.415-427
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    • 2012
  • This study investigated the perception and utilization about computer of beginning secondary mathematics teachers by utilization frequency of computer. To increase utilization frequency of computer in school mathematics, our finding shows that beginning secondary mathematics teachers should have an interest in computer utilization and perceive computers as an important tool for mathematics learning. In addition, they are likely to use more frequently computer under the condition that computers have sufficient class materials and supplement their shortcomings that have derived less usage in math classes. Therefore, future studies have to investigate not only how to develope textbooks and run after-school classes but also how to make creative discretional activities by computer, which makes computers more useful for teacher training. In sum, the results of case studies for computer usability should be released to motivate computer utilization and increase mathematical thinking ability.

Critical Views of Qualification Studies and Pre-Exams for 2009 Korea School Math Teacher Appointment-Proportion of Issued Problems of Probability and Statistics

  • Lee, Sang-Bock
    • Journal of the Korean Data and Information Science Society
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    • v.19 no.3
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    • pp.845-849
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    • 2008
  • 2009 year new execution of appointments for secondary school teachers was announced at 2004 year by Ministry of Education. The new school teacher appointment has been developed and studied in various aspects of appropriate qualification for good school teacher. In the results of the studies by Korea School Mathematics Education Association and pre-exams by Korea Institute for Curriculum and Evaluation, the Probability and Statistics chapters are less revaluated as 7.5-10%, but we argue those more than 15% as along with our recent Korean school texts reviews(Lee, et al., 2005).

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Secondary Mathematics Teachers' Perceptions on Artificial Intelligence (AI) for Math and Math for Artificial Intelligence (AI) (도구로서 인공지능과 교과로서 인공지능에 대한 중등 수학 교사의 인식 탐색)

  • Sim, Yeonghoon;Kim, Jihyun;Kwon, Minsung
    • Communications of Mathematical Education
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    • v.37 no.2
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    • pp.159-181
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    • 2023
  • The purpose of this study is to explore secondary mathematics teachers' perceptions on Artificial Intelligence (AI). For this purpose, we conducted three focus group interviews with 18 secondary in-service mathematics teachers and analyzed their perceptions on AI for math and math for AI. The secondary in-service mathematics teachers perceive that AI allows to implement different types of mathematics instruction but has limitations in exploring students' mathematical thinking and having emotional interactions with students. They also perceive that AI makes it easy to develop assessment items for teachers but teachers' interventions are needed for grading essay-type assessment items. Lastly, the secondary in-service mathematics teachers agree the rationale of adopting the subject <Artificial Intelligence Mathematics> and its needs for students, but they perceive that they are not well prepared yet to teach the subject and do not have sufficient resources for teaching the subject and assessing students' understanding about the subject. The findings provide implications and insights for developing individualized AI learning tools for students in the secondary level, providing AI assessment tools for teachers, and offering professional development programs for teachers to increase their understanding about the subject.