• The Mathematical Education
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• v.62 no.2
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• pp.195-209
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• 2023

This study examined the effect and structural relationship of math teachers' teaching ability and class activity types on learners' value perception, confidence, and interest of mathematics at the student level and teacher level. To this end, data from 2nd graders of korea middle school in TIMSS 2019 were applied to the multilevel structural equation model. As a result of the analysis, the teaching ability of math teachers had a positive effect on value perception, confidence, and interest of mathematics at the student level and teacher level. Also, math value perception and math confidence had a positive effect on math interest. and it was confirmed that the teaching ability of math teachers indirectly had a positive effect on math interest by mediating math value perception and math confidence. In addition, the math class activity of applying what was learned to problems had a positive effect on math value perception, but it had a negative effect on math interest. and the class activity of the same ability group had a positive effect on math confidence and math interest. This study presents meaningful implications for math classes in the school field through a multilevel analysis of the student level and the teacher level.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.619-633
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• 2010

To offer insights in organizing professional development programs to promote teachers' substantial ongoing learning, this paper provides an overview of situative perspectives in terms of cognition as situated, cognition as social, and cognition as distributed. Then, it describes research findings on how mathematics teachers can enhance their knowledge and thus improve their instructional practices through participation in a professional development program that mainly provides opportunities to learn and analyze students' mathematical thinking and to perform mathematical tasks through which they interpret the understanding of students' mathematical thinking. Further, it shows that a knowledge of students' mathematical thinking is a powerful tool for teacher learning. In addition, it suggests that teacher-researcher and teacher-teacher collaborative activities influence considerably teachers' understanding and practice as such collaborations help teachers understand new ideas of teaching and develop innovative instructional practices.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.435-455
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• 2015

This study is aimed at analyzing the level change and features of mathematical communication in elementary students' expository writing. 20 students of 5th graders of elementary school in Seoul were given expository writing activity for 14 lessons and their worksheets was analyzed through four categories; the accuracy of the mathematical language, logicality of process and results, specificity of content, achieving the reader-oriented. This study reached the following results. First, The level of expository writing about concepts and principles was gradually improved. But the level of expository writing about problem solving process is not same. Middle class level was lower than early class, and showed a high variation in end class again. Second, features of mathematical communication in expository writing were solidity of knowledge through a mathematical language, elaboration of logic based on the writing, value of the thinking process to reach a result, the clarification of the content to deliver himself and the reader. Therefore, this study has obtained the conclusion that expository writing is worth keeping the students' thinking process and can improve the mathematical communication skills.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.385-415
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• 2011

To investigate the more effective mathematical communication process, a recommended teacher and a selected class as an exemplary model was analyzed with Flanders system. The mathematical communicative level was examined to measure content level using the framework analysing the mathematical communicative level(Park & Pang) based on describing levels of math-talk learning community(Hufferd-Ackles). The purposes of this paper are to describe the verbal flow pattern between teacher and students in the elementary school class for mathematically gifted students, and to propose the effective communication model of math-talk with analysis of verbal teaching behavior in the active class. In addition the whole and the parts of the exemplary class sample is respectively analysed to be used practically by elementary school teachers. The results show the active communication process with higher level presents a pattern 'Ask Question${\rightarrow}$Activity (Silence, Confusion or work)${\rightarrow}$Student-Initiated Talk${\rightarrow}$Activity (Silence, Confusion or work), and the teacher's verbal behavior promoting math communication actively is exhibited by indirect influence especially accepting or using ideas.

• School Mathematics
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• v.17 no.2
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• pp.273-287
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• 2015

The purpose of this study was to obtain a deeper understanding of didactic processing in the class that unified with engineering by analyzing on the types of the teacher's instumental orchestration and schematizing it as an activity system. In order to do so, a qualitative study of a 5th grade class for math-gifted students in Y elementary school with ethnography was conducted. Interviews with the students were held and various document data were collected during the participational observation of the class. The collected qualitative data were gone through the analytical induction while the instrumental orchestration of Drijvers, Boon, Doorman, Reed, & Gravemeijer as well as the secondgeneration activity theory of Engestrom were using as the frame of conceptional reference. According to the result of this study, there exist 4 types, such as 'technical demo' 'link screen board', 'detection-exploring small group' and 'explain the screen and technical demo'.

• Journal of Educational Research in Mathematics
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• v.27 no.4
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• pp.701-725
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• 2017

Students need to have opportunities to share their ideas with peers by taking part in the conversation voluntarily that is, by persuading others and reflecting the consequences. Recognizing the importance of this point, this study intended to examine students' argumentation occurring in the process of performing tasks in the math classroom. Also, it tried to explore the types of the argument that students used in the classroom and the reason why they employed them with a focus on 'rebuttal', which is one of the six elements of the argument scheme such as claim, data, warrent, backing, qualifiers, and rebuttal. The analysis of argumentation is based on the five argumentation schemes suggested by Verheij(2005). The experimental class was conducted twice a week with four participants who are third grade middle school students. In the argumentation class students were promoted to address two different kinds of geometrical tasks. After the second session of class, the researcher conducted the semi-structured interview. Accordingly, this study contributes to the existing research by making students to have concrete and active argumentation while obtaining the sound understanding of the argumentation.

• Journal of the Korean School Mathematics Society
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• v.10 no.3
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• pp.323-340
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• 2007

This study set out to analyze the learning types that most students were engaged in after school, to review the efficiency of private education through academic institutions or tutoring, and to examine the directions in the after-school learning in math under the current system. It also aimed to analyze the impacts of those after-school learning activities on school classes and to suggest some plans to help public education get back on the track. In the study the after-school learning activities in the math subject were categorized into taking classes at academic institutions, tutoring, and autonomous learning. The grades of the subject students were compared and analyzed for three semesters to find the directions right for the school classes.

• Education of Primary School Mathematics
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• v.20 no.3
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• pp.193-204
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• 2017

The purpose of the study was to investigate and develop a practical approach to integrating student-driven mathematical problems posing in mathematics instruction. A problem posing activity was performed during regular mathematics instruction. A total of 540 mathematical problems generated by students were recorded and analysed using systemic procedures and criteria. Of the problems, 81% were mathematically solvable problem and 18% were classified as error type problems. The Mathematically solvable problem were analysed and categorized according to the complexity level; 13% were of a high-level, 30% mid-level and 57% low-level. The error-type problem were classified as such within three categories: non-mathematical problem, statement or mathematically unsolvable problem. The error-type problem category was distributed variously according to the leaning theme and accomplishment level. The study has important implications in that it used systemic procedures and criteria to analyse problem generated by students and provided the way for integrating mathematical instruction and problem posing activity.

• Communications of Mathematical Education
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• v.13 no.1
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• pp.317-335
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• 2002

수학학습은 교과 수업시간을 통해서 뿐만 아니라, 자연과 문화 속에 내재된 수학적 원리와 법칙은 관찰이나 탐구를 통하여 습득하거나, 일상생활의 활동과 놀이를 통하여 수학적 개념 및 결과와 관련된 심상이 형성될 수도 있다. 따라서, 계획적으로 잘 구성된 놀이활동을 통하여 수학에 대한 흥미와 호기심을 유발하고, 사고의 유연성과 직관력을 경험하게 함으로써 교육현장에서 교사와 학습자간에 원활한 의사소통이 가능한 학습효과를 기대할 수 있다. 이와 관련하여 본 연구에서는 놀이 활동을 통하여 수학적 경험을 가능하게 하는 활동유형을 탐색하고, 수학의 본질이 잘 고려된 특기 ${\cdot}$ 적성교육 교수-학습 자료 개발 및 이를 활용한 교수-학습 모형을 제시하고자 한다.

• Education of Primary School Mathematics
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• v.14 no.2
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• pp.147-164
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• 2011

The national mathematics curriculum revised in 2007 emphasized students' mathematical communication and the curriculum is currently applied to all grades. In order to promote students' mathematical communication, the teacher needs to understand full implications and apply them to instruction. This study examined how teachers employed mathematical communication in their instruction and how they perceived it. The results showed that teachers had lack of understanding of student-centered instruction and mathematical communication. They also did not use various representation activities and discussion-based activities as expected. The number of students per classroom was reported by teachers as a main barrier to promote mathematical communication, but it did not make substantial differences in practice. Building on the results, this paper included implications for improving teachers' conception of mathematical communication.