• School Mathematics
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• v.9 no.2
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• pp.259-276
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• 2007

There have been a number of lesson analysis studies, yet not many studies address the issue of the perspective of students who play a key role in the lesson along with the teacher. The purpose of this study is to investigate how the teacher and the students interpret the mathematics lesson they experienced, and to find out the potential discrepancy between the teacher and the students in their perceptions of mathematics lesson. To pursue this purpose, 10 consecutive lessons were videotaped in the 8th grade mathematics classroom, and the video-stimulated post-lesson interviews were also conducted with the teacher and the students. Based on the lesson videos and the interview data, six discrepancies between the teacher and the students in their perceptions of mathematics lesson were dentified: the discrepancy between the teacher's intention and students' interest in the lesson; different interpretation and response to the teacher's mistake; formal abidance; topaze effect; different recognition of the students' preference among the topics; teacher's insufficient response to students' needs. These six discrepancies were further categorized and some implications were drawn.

• Journal of The Korean Association For Science Education
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• v.16 no.2
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• pp.154-163
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• 1996

In Korea, previous survey in science education mainly dealt with Quantitative variables. Qualitative ethnographic observation can bring deeper understanding of the context of school lesson and it's feature. The purpose of this study was to develop qualitative understanding about the learning experiences provided in middle school and students' responses to them through observation and interview and to investigate it from a constructivist perspective. Six lessons of the 9th grade were observed and recorded on the video tape. The topics of the lessons were potential energy, kinetic energy and conservation of mechanical energy. We had also unstructured interview with the teacher and three groups of students. The teacher's deductive explanation starting from scientific definition and quantitative problem solving using formula were the main features of the classroom lectures. The video - watching lesson was taking the role of a break rather than being seen as a useful tool for science learning and teaching by both students and the teacher. The teacher's perception about the lab experiment was not supported by the responses from the students. The teacher and students preferred problem-book to textbook for their teaching and learning. From a constructivist's perspective, however the teacher seemed to have intention of introducing daily life context, he couldn't unfold it to main context of the lessons. Students were so accustomed to passive learning that they did not express directly their complaint about their learning and did not participate in planing and controling their learning. The teacher and the students believed the scientific knowledge came from an exact experiment. There was a cooperation to seek right answer rather than a social process of making sense of knowledge. In conclusion, the observed science lessons of a middle school showed typical cross section of teacher - centered, passive learning environment, which is far from constructivist perspective.

• Journal of Korean Home Economics Education Association
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• v.14 no.2
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• pp.1-14
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• 2002

The goal of the study is to find the necessary measures to facilitate a desirable Technology and Home Economics curriculum by reflecting the Perception and needs of the teachers from the perspective of the curriculum content. professionalism of the teacher realistic operations of the school . and the administration of the school system. The results obtained from the research are as follows : 1) The background knowledge and characteristics of the two curriculums are different. and in addition there is a negative perception due to the fact that it is hard to facilitate a class with just one teacher. 2) The issues that were most serious to teachers were professionalism of the teacher. qualification of the teachers. and teaching method. Also the teachers lacked in confidence in teaching and the curriculum itself. 3) In regards to qualifications of the teacher the teachers requested that teachers should have single qualification in 'Technology(or Home Economics)'or dual qualifications in both 'Technology' and 'Home Economics'. As for teaching methodology responded that from the teacher and student perspective the teaching should be divided whereas from the school's perspective the responsibility should be Put on a single teacher. 4) Teachers responded that from the perspective of the teacher, parent or student Technology and Home Economics should be separated into two subjects.

• Journal of the Korean Home Economics Association
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• v.40 no.7
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• pp.127-140
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• 2002

The goal of the study is to find the necessary measures to facilitate a desirable Technology and Home Economics curriculum by reflecting the perception and needs of the teachers, principals, educational specialists from the perspective of the curriculum content, professionalism of the teacher, realistic operations of the school, and the administration of the school system. The research was executed through mail surveys to nationwide junior high school technology teachers, home education leachers, principals and to educational specialists. The results obtained from the research are as follows. 1) The integration of Technology and Home Economics was perceived to lessen the burden of students. However the background knowledge and characteristics of the two curriculums are different, and in addition there is a negative perception due to the fact that it is hard to facilitate a class with just one teacher, 2) The issues that were most serious to teachers, principals and education specialists were professionalism of the teacher, qualification of the teachers, and teaching method. 3) In regards to qualifications of the teacher, the teachers requested that teachers should have single qualification in'Technology(or Home Economics)'. The principals were of the similar opinion but the educational professionals wanted dual qualification for both'Technology'and'Home Economics'. As for teaching methodology all 3 groups responded that from the teacher and student perspective the teaching should be divided whereas from the school's perspective the responsibility should be put on a single teacher. 4) Teachers responded that from the perspective of the teacher, parent or student Technology and Home Economics should be separated into taro subjects. On the other hand the principals and educational specialists agreed that from their own perspective Technology and Home Economics should remain an integrated subject and the teaching should be done by one teacher but replied that from the student or parent perspective division of responsibility in teaching would be appropriate.

• Journal of Educational Research in Mathematics
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• v.17 no.2
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• pp.127-145
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• 2007

There have been several international lesson studies such as TIMSS Video Study and Learner's Perspective Study. According to the TIMSS Video Study report, within differences found in the lessons in each country is much less than the between differences found in the lessons across countries. This means that each country has its own way of teaching, so called 'national script'. On the contrary, LPS researchers are skeptical about the existence of 'national script' since significant differences are identified within the lessons conducted by the same teacher. The purpose of this study is to analyze the LPS Korean data in terms of class organization and teacher's approach and activities. The categories of class organization are classwork, small group seatwork, and individual seatwork, and the those of teacher's approach and activities are exploratory, directive, summarization, exercises and practice, and assigning homework. Ten lessons were videotaped from two Korean schools respectively, thus altogether twenty lessons were recorded and analyzed. Each lesson shows unique class approach and teacher's approach and activities, however the average of each category in class organization and teacher's approach and activities for the two schools are very similar. This result supports the TIMSS Video Study in the regard that there is a commonality among the lessons within the country, but also confirms the LPS result that it is difficult to assume 'national script'. This study is a preliminary investigation into the LPS Korean data, and the further in-depth interpretation of LPS lessons will be followed.

• School Mathematics
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• v.15 no.4
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• pp.921-940
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• 2013

This study is to analyze mathematically gifted middle school students' characteristics of mathematical thinking and the teacher's role in teaching and learning about the central projection and perspective drawing. And it will help to develop teaching and learning materials for the mathematically gifted. The result of this study is as followings : mathematically gifted middle school students show the various characteristics of mathematical thinking like as intuitive insight, generalization, logical thinking & mathematical abstraction and so on, and the teacher plays roles as instructional designer, facilitator, technical assistant and counselor.

• Journal of the Korean School Mathematics Society
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• v.21 no.2
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• pp.183-206
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• 2018

It arises that teachers' professional competence should be considered not only with a cognitive perspective but also with a situative perspective. In this study, we considered mathematics teacher noticing as situational professional competencies of a mathematics teacher, and explored how mathematics teachers noticing on children's development of reasoning about variability in a video club has changed with the situative perspective. Findings illustrate that the 'interpreting' component among the three components of noticing-attending, interpreting, and deciding how to respond-was critically decisive for the change of the participant teachers' noticing. We also discussed how the video club intervention(the framework of children's development of reasoning about variability) can support the development of teacher noticing as a professional competence. This study has implications on the design of a video club to improve mathematics teacher noticing.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.263-278
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• 1999

Computer with various powerful functions has profound potential for mathematics instruction and learning. As computer technology progress, its applicability to mathematics education become more comprehensive. Not only its functional development but various psychological positions also changed the way computer technology utilized in mathematics education. In behaviorist's perspective, computer viewed as a teaching machine and constructivist viewed computer as microworld where students could explore various mathematical contents. Both theoretical positions emphasized individual aspect of learning because behaviorist tried to individualize learning using computer and constructivist focused on the process of individual construction. But learning is not only a individual event but also a social event. Therefore we must take social aspect into account. This is especially important when it comes to computer based learning. So far, mathematics loaming with computer weighed individual aspect of loaming. Even in microworld environment, learning should be mediated by teacher and collaborative learning activities. In this aspect, the roles of teacher and peers are very important and socio-cultural perspective sheds light on the computer based learning. In socio-cultural perspective, the idea of scaffold is very important in learning and students gradually internalize the social dimension and scaffolding is gradually faded. And in the zone of proximal development, teacher and more competent peers guide students to formulate their own understanding. In sum, we must take following points into account. First of all, computer should not be viewed as a medium for individualized teaming. That is, interaction with computer should be catalyst for collaborative activities with peers. So, exploration in computer environment has to be followed by small group activities including small group discussion. Secondly, regardless of the role that computer would play, teacher should play a crucial role in computer based learning. This does not mean teacher should direct every steps in learning process. Teacher's intervention should help student construct actively. Thirdly, it is needed to conceptualize computer in learning situation as medium. This would affect learning situation and result in the change of pre-service and in-service teacher training. Computer to be used effectively in mathematics classroom, researches on assessment of computer based learning are needed.

• Research in Mathematical Education
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• v.8 no.2
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• pp.59-67
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• 2004

In this paper, I would like to introduce some ideas and problems in mathematics teachers' education. The aims and content of teachers' professional education are discussed with an oriental perspective. What are mathematics teachers' needs in their professional development\ulcorner What contradictions do they meet in mathematics instruction\ulcorner The problems are described with the result of my survey.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.19-40
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• 2009

Teacher written feedback on student compositions has received tremendous attention in second language (L2) writing research. Notwithstanding the importance of understanding both teachers' and students' perspectives on the feedback process, much of the feedback research has only looked into one-side of the story - adopting either the teacher's or the student's perspective. The current study is an attempt to look into both sides of the story by examining the types of written feedback that students prefer, the extent to which students' preferences and teachers' actual feedback practice overlap, and the extent to which student perceptions of teacher feedback coordinate teacher self-reflections on their feedback practice. Three English composition classes (3 teachers and 46 students) at a university participated in this study. It analyzed student and teacher data from questionnaires and teacher written feedback on student compositions. The results showed that students' preference for feedback on global and local issues varied across the three composition classes. This is partly a consequence of how students perceived the type of feedback that their teachers practiced. Teacher self-reflection on and student perception of teacher written-feedback generally coordinated. These findings are discussed in light of how contextual factors affect learner perception of teacher written feedback and underscore the need for examining students' reactions to feedback and teacher self-reflection.