• The Mathematical Education
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• v.61 no.2
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• pp.273-286
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• 2022

The purpose of this study is to analyze the teacher's discourse structure in the process of solving mathematics problems based on the communication between teachers and students. To achieve this goal, we observed a semester class by a teacher with experience who practiced a teaching method that creates mathematical meanings based on students' participation in class. In order to solve problems based on the participation of students in each class, the similarities between the processes of creating the structure of the discourse were analyzed. As a result of the analysis, the teacher was able to focus on the goal in the process of starting a discourse, and in the process of developing the discourse, the problem was solved by focusing on understanding the problem. In the process of arranging the discourse, the problem-solving process and the core of the result is summarized. Based on the possibility of generalization of the teacher discourse structure, it will be able to provide practical help in the process of implementing a teaching method that solves mathematics problems by communicating with students in the future.

• The Mathematical Education
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• v.59 no.2
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• pp.101-112
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• 2020

The purpose of this study is to analyze the structures of teacher's discourse according to the pattern of interaction between teachers and students in the understanding mathematical word problem. The structures of teacher's discourse could be conceptualized as a process in which the teacher starts, develops and organizes the discourse based on prior research. For this purpose, the fourth class(example, a problem of the same type as the example, formative assessment, and final assessment) was extracted from one semester of experienced teachers who have been practicing teaching methods to facilitate student participation for many years. A methodology used to develop a theory based on data collected through classroom observations. Because the purpose of the study is to identify the structures of teacher's discourse to help the problem understanding, observe the teacher's discourse and collect data based on student engagement. Results show that the structure of teacher's discourse, which consults on important aspects of interaction between teachers-students and creates mathematical meanings, helped students understand the mathematics word problem by promoting their engagement in class. Based on the structures of teacher's discourse to understand problems based on the interaction patterns between teachers and students, it can be said that teachers provided specific methodologies on how to communicate with students in order to understand problems in the future.

• Communications of Mathematical Education
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• v.36 no.3
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• pp.397-415
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• 2022

The purpose of this study is to analyze the discourse structure of teachers that can help students participate in class by using mathematical metaphors that can arouse students' interest and motivation. In order to achieve this goal, we observed a semester class of a career teacher who practiced pedagogy that connects students' experiences with mathematical concepts to motivate students to learn and promote participation. Among the metaphors that the study target teachers used in a variety of mathematical concepts and problem-solving processes during the semester, we extracted the two class examples that can help develop teaching methods using metaphors. Representatively selected two classes are one class example using metaphors and, the other class example using metaphors and expanding and applying problems. As a result of analysis, the structure of teacher discourse that uses metaphors and expands and applies problems by linking students' experiences with mathematical content was found to help solve a given problem and elaborate mathematical concepts. As a result of the analysis, the discourse structure of teachers using mathematical metaphors based on communication with students could provide implications for the development of teaching methods for the recovery of mathematics education.

• The Mathematical Education
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• v.59 no.1
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• pp.17-29
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• 2020

The purpose of this study is to analyze the teacher's discourse structure of teachers according to the interaction pattern between teacher and student in the process of mathematization. To achieve this goal, we observed a semester class (44 lessons) of an experienced teacher who had practiced teaching methods for promoting student engagement for more than 20 years. Among them, one lesson case would be match the teacher's intention and the student's response and the other one lesson case would be to mismatch between the teacher's intention and the student's response was analyzed. In other words, in the process of mathematization based on students' engagement, the intention of the teacher and the reaction of the student was determined according to the cases where students did not make an error and when they made an error. A methodology used to develop a theory based on data collected through classroom observations(grounded theory). Because the purpose of the study is to identify the teacher's discourse structure to help students' mathematization, observe the teacher's discourse and collect data based on student engagement. Based on the teacher's discourse, conceptualize it as a discourse structure for students to mathematization. As a result, teacher's discourse structure had contributed to the intention of the teacher and the reaction of the student in the process of mathematization. Based on these results, we can help the development of classroom discourse for mathematization by specifying the role of the teacher to help students experience the mathematization process in the future.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.319-324
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• 2024

This study attempted to examine the characteristics of discourse on the role of schools and to explore its implications. To this end, major daily newspaper articles during the pandemic, in which discourse on the role of schools increased rapidly, were reviewed. As a result, people made the following assumptions about the role of schools. First, schools are institutions that must provide equal learning. Second, schools are institutions that must provide caring education. These findings have led to renewed essential questions about the role of schools. It is also necessary to further subdivide and discuss the role of the school raised in the discourse. The results of this study implicated that all of these roles have the potential to bring about a structure that makes each teacher lean on passion and sacrifice without distinction between the role of the school and the role of the teacher.

• Korean Journal of Comparative Education
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• v.28 no.2
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• pp.53-75
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• 2018

This study explores and compares how rural teachers and Chinese newspapers representing the dominant ideology of the state and the local government construct left behind children's problems and solutions. I draw on teacher interviews in two rural schools and the reports of three major Chinese newspapers (2011 to 2015). Teacher and media narratives largely agreed that parental absence and negative mental health consequences were the biggest source of the problem, placing the blame largely on families. However, the narratives diverged when discussing solutions as teachers largely sought institutional structural solutions while the media emphasized the individual role that volunteers could play. School-based activities and teachers' contributions extensively discussed in teacher interviews were muted from newspaper reports that emphasized contributions from government officials and local representatives.

• Journal of the Korean Society for Library and Information Science
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• v.51 no.1
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• pp.5-27
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• 2017

The goal of this study is to suggest various improvements and expanding strategies of the public library ecosystem. For this goal, researcher reviewed and analyzed the realistic landscapes and social recognitions about the public library ecosystem as local public goods, and discoursed the basic principles and structural terrain of public library ecosystem based on natural ecosystem. As a result, researcher proposed multifaceted alternatives (ensure library's identity and publicity applying Law of Karma, strengthen librarian's professionalism on the premise of overcoming the Minerva's syndrome, optimize the library service and collection management based on the Pareto principle, reduce reading room and differentiated program through resolution of Halo effect, eliminate usage bias by life cycle based on the Gauss distribution, acceptance of the digital paradigm and use-friendly spatialization that ruminates the Icarus paradox, incorporate small library into public library system through a clear understanding of the Gresham's law, and enforce communication and spread social and cultural value through the practice of the Pompeii paradox).

• Cartoon and Animation Studies
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• s.45
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• pp.451-477
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• 2016

The changes in media environments have impacted on the ways in which knowledges are formed and transmitted and therefore the relevance of the traditional school subjects have been increasingly questioned. In this context, the discourses of the reformation of the 21st century schooling have focused on convergence education and media literacy education. Therefore, it is worth paying attention to the fact that the practices of transdisciplinary integrated curriculum focusing on digital media content are grown voluntarily in schools. This research is a case study of a convergence educational project that was initiated by a middle school teacher who designed and implemented a unique program of the transdisciplinary class of Korean focusing on reading webtoons with the linked program of a 'Book Club Activity' that was a part of 'Creative Experiential Activitites'. Based on the analysis of the documents, participatory observation of a main event and the interview with the teacher, this article discusses how the webtoon-focused convergence education project might have achieved meaningful connections between a subject-focused learning and a creative experiences-focused learning; between in and out of school learning spaces; between the real and imaginative worlds; and between the boundaries of the popular culture and the arts. The main finding of the research can be summarized as follows: Firstly, webtoon as the subject of the study can be an effective medium of transdisciplinary integrated curriculum. Secondly, the convergence project based on webtoons can create meaningful learning spaces in and out of school environments in terms of creating more learner-participatory learning culture as well as connecting students' everyday lives, popular arts and their learning about culture. Another important finding of this research is the rediscovery of the teacher's role in terms of mediating the voices of students as readers in the process of constructing and implementing the integrated curriculum.