• School Mathematics
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• v.11 no.4
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• pp.583-605
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• 2009

This research aims to examine the characteristics and main subjects of the mathematics class-criticism by elementary' teachers. In this aim, we analyzed the mathematics class-criticism by the 11 elementary teachers. As the results of this research, the elementary teachers criticized the mathematics class while understanding and describing the class as it is. And mathematics class-criticism by elementary teachers showed contextual and situational characteristics. Furthermore, the main subjects of mathematics class-criticism by elementary teachers were identified as mathematical communication, teacher's question to foster the students' mathematical thinking, appropriateness of task, motivation for students, concrete operational activity, appropriateness on teacher's mathematical behavior and teacher's use of mathematical term, experience of inductive reasoning. While, we identified the significance of mathematics class-criticism for elementary teachers. The elementary teachers pointed out the necessity and importance of the mathematics class-criticism on the mathematics class in usual context.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.377-394
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• 2019

The purpose of this study is to scrutinize the characteristics of a teacher's discursive competence on the basis of mathematical competencies. For this purpose, we observed all semester-long classes of a middle school teacher, who changed her own teaching methods for the last 20 years, collected video clips on them, and analyzed classroom discourse. Data analysis shows that in problem solving competency, she helped students focus on mathematically important components for problem understanding, and in reasoning competency, there was a discursive competence which articulated thinking processes for understanding the needs of mathematical justification. And in creativity and confluence competency, there was a discursive competence which developed class discussions by sharing peers' problem solving methods and encouraging students to apply alternative problem solving methods, whereas in communication competency, there was a discursive competency which explored mathematical relationships through the need for multiple mathematical representations and discussions about their differences. These results can provide concrete directions to developing curricula for future teacher education by suggesting ideas about how to combine practices with PCK needed for mathematics teaching.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.211-227
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• 2013

This study is designed to help pre-service teachers to improve their teaching skills in elementary math class. For this, the consulting program with 5-steps was planned and applied to three elementary pre-service teachers. Each class the teachers performed was analyzed by both Flanders's Interaction Analysis Category System and participant observation. As results of consulting, the common characteristics of three pre-service teachers are shown. Firstly their teaching style is non directive, but they fail to induce their students spontaneously respond. They often ignore or don't use their students' respond they think incorrect to develop the next ideas. Simply saying, their classes are typically teacher-oriented but they are not authoritative. It is proved that consulting program is effective for improving developing non directive teaching skills, but is not much effective decreasing teachers' comment and increasing students' rolls in a math class.

• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.115-134
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• 2003

In this paper I have tried to find the points which current Math teachers should reconsider in their classes and suggested how to improve the teaching methods in the class. For these answers, I analysed Teaching plans of 30 Math teachers in K province and observed their model classes. The conclusions acquired by these observations are the followings. First, Math teachers should have a great deal of enthusiasm in their classes. Second, Math teachers must understand the curriculum. Third, Math teachers have to understand their students. Fourth, Math teachers should endeavor with other teachers through the workshop. Fifth, Math teachers should be professional and open-minded to make their classes public anytime.

• Korean Journal of Child Studies
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• v.18 no.2
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• pp.299-310
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• 1997

This study investigated the effects of teacher inquiry methods on children's interpersonal cognitive problem solving ability. The subjects were 40 children who ranged in age from 48 to 60 months. The experimental group participated in problem solving training through teacher's inquiries 3 times per week for 10 weeks, but the control group did not have training in problem solving. The statistical analysis was by the SAS program. The results showed that (1) the group trained in interpersonal problem solving interaction showed a greater frequency for solving interpersonal problems on the post-test; they also employed more ways of solving interaction problems (such as, alternative solutions, consequential solutions, etc.). (2) There was no difference between groups in the levels of responses for solving interpersonal problems.

• School Mathematics
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• v.12 no.3
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• pp.337-351
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• 2010

Blackout game on a certain size of the Go table, which looks simple, involves a variety of mathematical modeling. This study uses a research and education method. While the mathematically gifted students were playing blackout game, the author, as the instructor, observed the ways in which they approached various mathematical models. Based on the data, this study examines the effects of blackout game on the children's cognitive processes. This study further discusses the issues of questions.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.141-157
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• 2002

The purpose of this study was to analyze teacher's teaching-learning strategies and young children's concepts related to mathematics and science in integrated mathematics and science education activities. To achieve this purpose, actual class episodes were analyzed. The episodes were derived from 7 sessions of interaction between teacher and 4 kindergartners in integrated mathematics and science education activities. As a result of the study, children's concepts related to mathematics and science in integrated mathematics and science education activities occurred three factors: the relationship between weight, shape and movement, the relationship between weight and size, and the concept of measurement. In teacher's teaching-learning strategies, three factors were revealed: teacher's questioning, use of teaching materials, and children grouping.

• School Mathematics
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• v.12 no.2
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• pp.151-176
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• 2010

This research aims to conduct the teaching experiment based on the constructivism to elementary preservice teachers and report on how they construct and develop the mathematical knowledge on ratio concept. Furthermore, this research aims to examine the significances and difficulties of "constructivist teaching experiment" which are conceived by elementary preservice teachers. As the results of this research, I identified the possibilities and limits of mathematical knowledge construction by elementary preservice teachers in the "constructivist teaching experiment". And the elementary preservice teachers pointed out the significances of "constructivist teaching experiment" such as the experience of prior thinking on the concept to be learned, the deep understanding on the concept, the active participation to the lesson, and the experience of learning process of elementary students. Also they pointed out the difficulties of "constructivist teaching experiment" such as the consumption of much time to carry out the constructivist teaching, the absence of direct feedbacks by teacher, and the adaption on the constructivist lesson.

• Journal of the Korean School Mathematics Society
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• v.8 no.2
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• pp.291-314
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• 2005

The purpose of this paper was to investigate the difficulties experienced by the novice elementary school teachers in the mathematics classes and suggest some implications for teacher education and effective adaptation of novice teachers. The researchers observed mathematics lessons of 6 novice elementary school teachers and interviewed on the difficulties that they experience in teaching mathematics. The data were collected by lesson observations, interviews, discussion and email communications and categorized the data the types of difficulties those the teachers experience. The difficulties were difference between theory and practice, explanation, questioning, differentiated lesson, application of teaching method, evaluation, and understanding of mathematics. The implication from this study is that novice teachers need to supported by the administration as well as actively participate at various types of educational meetings.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.580-591
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• 2009

The purpose of this study is to get implications on teacher education curriculum according by analyzing pre-service secondary teachers' difficulties during student-teacher practice. Fifty-six pre-service secondary teachers were requested to write anecdotes about their student-teacher practice. Pre-service secondary teachers revealed that they had experienced the most difficulties relating to instruction teaching. They answered that they had especially comprehended inducing interest in diffcult learners, attention, appropriate composition of questions, and learners' understanding levels. Pre-service secondary teachers showed that they had tried to control students in experiment instruction. Also, they demonstrated that time for guidance counseling had been insufficient. They were dissatisfied with the content and level of counseling. Therefore, we need to improve teachers' college curriculum by performing student-teacher practice and feedback. We especially need to systematize teachers' college curriculum on the basis of developing standards of science teachers' expertise.