• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.321-340
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• 2001

The researcher compared the curricula, the textbooks, the methods of didactic transposition, teacher practices of elementary and secondary mathematics education. The study reviewed several mathematics education theories in the aspect of the differences between the two levels. Findings from this study show a little difference between elementary and secondary mathematics education. There are special difficulties in didactic transposition in elementary mathematics education since it is so far from scientific mathematics. From this study we can conclude that further research needs to be done in the area of development of perspectives on elementary mathematics education.

• Journal of Applied and Pure Mathematics
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• v.5 no.1_2
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• pp.55-68
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• 2023

Character education is an important educational purpose in the current situation of secondary mathematics education. In the current mathematics curriculum, character education is mentioned in terms of core competencies. However, it is very difficult to concretely practice character education in secondary mathematics education. This paper examines the theoretical background of character education in the tradition of mathematics education, and suggests that mathematics is regarded as a practical tradition by the nature of mathematics from a value-intrinsic perspective. In this respect, mathematics education is defined as an intrinsic and nurturing character through long history of practice. This paper searched for an integrated approach to practicing character education in of secondary mathematics education, and argued that the teacher's personal approach including the class model approach of the human factors by an example of the exponential law a^maⁿ = a^m+n and the value-oriented activities according to the nature of the mathematics was the core.

• East Asian mathematical journal
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• v.34 no.4
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• pp.463-486
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• 2018

This study identifies elements involved in designing rehearsals for improving preservice teachers' capacity to teach mathematics. Observation of a secondary mathematics methods course and regular interviews with the teacher educator following each class were used in this research. After characterizing what is considered and enacted in rehearsals as a way to help preservice teachers practice the work of teaching mathematics, I illustrate them with examples from the observations and interviews. I then discuss the challenge of dual contexts-the teacher education classroom and the secondary mathematics classroom-and dual perspectives-the mathematical and pedagogical-in designing and enacting rehearsals. I conclude with implications for mathematics teacher education.

• 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.

• East Asian mathematical journal
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• v.34 no.4
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• pp.537-548
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• 2018

An integrated approach has been regarded as important in mathematics education. The ultimate ideal of mathematics education is the development of whole person in students. However, mathematics education has not been successful in achieving this ideal. The purpose of this article is to identify an integrated approach to secondary mathematics education in order to achieve the ideal of the whole person. In particular, Ideas for an integrated approach for mathematical activities are sought. This study starts with analysis of recent attempts to integrate knowledge and attitude of mathematics education. Finally, some suggestions for the cultural and institutional conditions in which these integrative ideas can be effectively realized in secondary school.

• Research in Mathematical Education
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• v.7 no.2
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• pp.91-99
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• 2003

Isik & K$_1$l$_1$c (1998: Mathematics Education and its Appraising in the Primary School Teacher Certificate) found that many prospective mathematics teachers for primary schools who attended at newly established certificate programs made significant misconception on mathematics education because they were not graduates of education faculties. The levels of conceptual knowledge and procedural knowledge of students from a secondary school in Erzurum, Turkey were investigated in order to reveal how serious misconception the teachers have been made so far. The conceptual knowledge is very important to students, however in this research, it was found that procedural knowledge was much more important than conceptual knowledge.

• The Mathematical Education
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• v.44 no.3 s.110
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• pp.337-360
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• 2005

In this paper we develop textbook 'Modem Algebra' for training mathematics teacher of secondary schools. In order to understand mathematics teacher's viewpoint about desirable textbook 'Modem Algebra' we created a Questionnaire related with curriculum and textbook for training mathematics teacher of secondary schools. We analyze the result of the questionnaire along with recent studies on teacher education and come up with basic principles of developing textbook 'Modern Algebra'. The first version of 'Modern Algebra for Mathematics Teachers' that we have developed based on our study can be found in website 'www.teacheredu.co.kr'.

• The Mathematical Education
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• v.43 no.4
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• pp.405-417
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• 2004

This study is on the use of mathematics program for School Mathematics Education. According to the ‘technology principle’ by NCTM and teaching-learning methods by the 7th curriculum, we developed mathematics learning activities with mathematics program. This activity is to construct designs with graphs by using mathematics program(GrafEq.). In this study, we practiced these learning activities with pre-service mathematics teachers. The mathematics educational effects of these learning activities in this study are analyzed as follows; active & spontaneous search for mathematical knowledge, the experience of problem solving, affirmative view-point of mathematics, understanding of practical use of mathematics, acquisition an interest & motivation of learning mathematics etc. When students learn graphs of function, the concept of inequality in secondary school mathematics class., mathematics teachers can make a good use of constructing designs by mathematics program(GrafEq.). This will help to practice of teaching-learning methods by the 7th curriculum.

• 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.

• The Mathematical Education
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• v.63 no.2
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• pp.351-368
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• 2024

One of the important factors for the effective implementation of artificial intelligence (AI) in mathematics education is the perceptions of the teachers who adopt it. This study surveyed 161 elementary school teachers and 157 secondary mathematics teachers on their perceptions of using AI in mathematics education, grouped into four categories: attitude toward using AI, AI for teaching mathematics, AI for learning mathematics, and AI for assessing mathematics. The findings showed that teachers were most positive about using AI for teaching and learning mathematics, whereas their attitudes towards using AI were less favorable. In addition, elementary school teachers demonstrated a higher positive response rate across all categories compared to secondary mathematics teachers, who exhibited more neutral perceptions. Based on the results, we discussed the pedagogical implications for teachers to effectively use AI in mathematics education.