• Journal of Educational Research in Mathematics
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• v.27 no.2
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• pp.313-328
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• 2017

This study aims to identify prospective elementary school teachers' perception of mathematical modeling in elementary class. Forty elementary school teachers participated in this study. Each teacher analysed the previous case studies about mathematical modeling in elementary class, developed a hypothetical learning trajectory, applied the hypothetical learning trajectory to his/her class, reflected students' learning and his/her teaching, and made reflective journals. These journals contained teachers' perception of mathematical modeling and the difficulties that teachers experienced in teaching mathematics as mathematical modeling. These journals were analyzed to identify teachers' perception of mathematical modeling in elementary class. This study shows that teachers have common features of mathematical modeling but their perspectives are little bit different, are classified into four kinds. And the difficulties that teachers experienced in teaching mathematics as mathematical modeling are classified into 5 categories; Task, Students' cognitive demand, Teacher' monitering, All students' participation, and Classroom culture. At last, suggestions for mathematical modeling in elementary class are done according to the result of this study.

• Journal of Educational Research in Mathematics
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• v.14 no.3
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• pp.221-237
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• 2004

This research analyzed mathematical discourse of the students in an RME-based differential equations course at a university in order to investigate the social transformation of the students' conceptual model of differential equations. The analysis focused on the change in the students' use of conceptual metaphor for differential equations and pedagogical factors promoting the change. The analysis shows that discrete and quantitative conceptual model was prevalent in the beginning of the semester However, continuous and qualitative conceptual model emerged through the negotiation of mathematical meaning based on the inquiry of context problems. The participation in the project class has a positive impact on the extension of the students' conceptual model of differential equations and increases the fluency of the students' problem solving in differential equations. Moreover, this paper provides a discussion to identify the pedagogical factors Involved with the transformation of the students' conceptual model. The discussion highlights the sociocultural aspect of teaching and learning of mathematics and provides implications to improve teaching of mathematics in school.

• School Mathematics
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• v.4 no.3
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• pp.415-433
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• 2002

The mathematics education community is seeking to change a teacher-centered class-room culture to a student-centered culture. However, the real transition is not easy, even for teachers who are eager and willing to teach differently. The challenge for teachers is to use the social structure of the classrooms to nurture students' development toward mathematical ways of thinking and communicating as well as their under-standing of mathematical concepts and processes. By introducing an elementary teacher's teaching practice and professional develop-ment along with her classroom episodes, this paper is to make strides toward an enriched understanding of the culture of the elementary mathematics classrooms in which students may have a lot of opportunities to develop conceptual under standing and math-ematical disposition. This paper first provides a detailed description of the classroom flow in terms of general social norms and sociomathematical norms in order to explore how the teacher and the students have established such a student-centered math-ematics microculture. This paper then analyzes the teacher's teaching approach and professional development.

• Research in Mathematical Education
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• v.4 no.1
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• pp.33-43
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• 2000

The purpose of this paper was to introduce sociocultural theory which is a different epistemological perspective from constructivism and to understand the sociocultural theory in a systemic way by providing four specific criteria for a sociocultural theory from the analysis of Vygotsky's ideas. The four criteria are the followings: first, the origin of learning is not at the individual level, but at the social. Second, Learning takes place in a sociocultural framework through ZPD and there exists the stage of pseudo concept before it gets to a true concept. Third, a clear focus on action, especially mediated action, and the concept of psychological tools should be discussed in the boundary of a sociocultural theory. Fourth, actors in a learning process are not an individual child alone. In consequence, the role of adults, particularly teachers, are significant in a child's learning, and this fact provides a great potential for the active role of teachers in the students' learning of mathematics from the sociocultural perspective.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.3
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• pp.305-321
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• 2019

Rapid demographic changes such as international marriages and immigration have led to the transition of Korea to a multicultural society, thereby causing the need for education for multicultural students. In particular, there is a growing need to support Korean Language Learners (KLLs) who learn in Korean in their classrooms and whose native language is a foreign language. This study aims to adapt some teaching strategies of the SIOP model developed in the U.S. for English Language Learners(ELLs) to fit classroom situations in Korea and apply them to the Korean language learners to analyze the features of mathematical communication and to examine the possibility of a change in mathematical errors. Specifically, three KLLs in 5th grade participated in seven geometry lessons adapting some characteristics of SIOP model and then, their mathematical communication and mathematical errors were analyzed. The results of this study are expected to provide didactical implications for identifying characteristics of KLLs and for setting direction for teaching them mathematics.

• Journal of Educational Research in Mathematics
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• v.13 no.2
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• pp.143-157
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• 2003

This paper is to make strides toward an enriched understanding of mathematics teacher learning and professional development. Different theoretical frameworks in understanding mathematics teacher learning are reviewed, followed by a discussion of the relationships of knowledge and teaching practice. This paper then analyses contemporary conceptions about effective professional development and, in particular, deals with teacher learning in inquiry communities. This paper introduces a research project describing transition processes from teacher- centered mathematics classroom culture to student-centered culture and analyzing teacher learning in communities and its concomitant change in teaching practice. On the basis of the emerging problems in doing the project, this paper finally addresses some crucial issues on teacher learning and professional development, including the management of an inquiry community, the description of teaching practice from the researcher's perspective, and the analysis of teacher learning in communities.

• Journal of the Korean School Mathematics Society
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• v.11 no.2
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• pp.177-199
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• 2008

In the Netherlands, Streefland(Elbers, 2003) gave a solution on how teachers can help students to participate in the process of knowledge construction by investigating constructions and activities of a community of inquiry for a primary school students(between 11 and 13 years of age). In Australia, Goos(2004) analyzed the teacher's role in creating a classroom culture of inquiry, which appeared to be taken for granted by the Grade 12 group, for the Grade 11 students by classroom observation and interviews. In Korea, because of diverse obstacles with a university entrance examination, a study about teacher's role in inquiry-oriented instruction for high school mathematics schooling has rarely appeared in the literature. The purpose of this study is to investigate teacher's role for promoting and managing inquiry-oriented mathematics instruction effectively by a case study. To fulfill this purpose, we develop inquiry-oriented instruction model by investigating teacher's role as an assistant for helping students to do mathematical activity.

• The Mathematical Education
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• v.60 no.4
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• pp.529-542
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• 2021

The purpose of this research is to compare the mathematical beliefs that directly or indirectly affect the mathematics learning of Korean languge learners with those of non-Korean languge learners and identify the characteristics. To this end, an analytical comparative research was conducted through a questionnaire survey on perceptions of mathematics learning for 6th grade students of elementary school with different cultural and linguistic backgrounds in the same mathematics classroom. As a result of the analysis, Korean languge learners and non-Korean languge learners gave different meanings to learning mathematics, and they recognized various meanings of success in mathematics. In addition, the math learning ability of non-Korean learners was evaluated higher than that of Korean learners. Based on their positive beliefs, they decided how to resolve conflict situations with different problem-solving results. It will be necessary to prepare a teaching/learning plan that can fully implement multicultural mathematics education in the mathematics classroom where Korean language learners with different cultural and linguistic backgrounds belong. The results of this research can contribute to raising awareness of the need for follow-up researches to find ways to reduce the learning gap between Korean languge learners and non-Korean languge learners. It is expected that this research will contribute to understanding the perceptive characteristics of Korean language learners about learning mathematics and to prepare a plan to utilize them in mathematics lessons.

• The Mathematical Education
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• v.48 no.4
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• pp.419-442
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• 2009

This study was to find the difficulties students faced in their mathematical learning and to identify the instructional dimensions a teacher provided for the students from multi-cultural background. Since the study was focused on the process of students' learning, the qualitative method was chosen through clinical interviews with 2 students in a total of 11 units which played a role of compensating their learning of mathematics as an extra curriculum. The students solved the computational problems relying on formal procedure without understanding of concepts and principles and solved the word problems based on own interpretation of certain words without semantic comprehension out of math sentences. As the instructional dimensions of teaching mathematics, tasks, a tool and classroom norm were found in the activities they performed. For the tasks, situated tasks, challenging tasks, tasks with lack of conditions, and open-ended exploratory tasks were used. As the tool, pictorial representations were very useful to describe their ideas. Finally, as the classroom norm, consider equity for everyone, and cooperate and encourage each other were found.

• Education of Primary School Mathematics
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• v.19 no.3
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• pp.177-191
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• 2016

Students can calculate the addition and subtraction problem using informal knowledge before receiving the formal instruction. Recently, the value that a computation lesson focus on the understanding and developing the various strategies is highlighted by curriculum developers as well as in reports. Ideally, a educational setting and classroom culture reflected students' learning and problem solving strategies. So, this paper analyzed the similarity and difference with respect to the numeric sentence and word problem in the addition and subtraction. The subjects for the study were 100 third-grade Korean students and 68 third-grade American students. Researcher developed the questionnaire in the addition and subtraction and used it for the survey. The following results have been drawn from this study. The computational ability of Korean students was higher than that of American students in both the numeric sentence and word problem. And it was revealed the differences of the strategies which were used problem solving process. Korean students tended to use algorithms and numbers' characters and relations, but American students tended to use the drawings and algorithms with drawings.