• The Mathematical Education
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• v.35 no.2
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• pp.157-167
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• 1996

• School Mathematics
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• v.13 no.2
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• pp.229-243
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• 2011

The mathematics exhibition gives visitors a special chance to experience mathematics materials through a variety of exhibits. Thus, the study should be carried out by examining the impact on students' perception in the area of mathematics education. This study was conducted based on the three domestic mathematics exhibitions. I carried out the study, with the population of the middle and high school students consisted of 393 attendees and 135 volunteers at the exhibitions, to examine (1) the current condition of exhibitions' operating system and exhibits, (2) the reaction to the exhibits' contents, presentation methods, exhibitions' operating systems, and facilities, and (3) the cognitive and affective effects on the students' perception, engagement, and motivation. From the research-based study, I found more pros on the mathematics exhibition than cons. Therefore, in my opinion, the exhibition's role should be defined as an efficient supplementary method to complement the school curriculum. It is also necessary to develop the appropriate exhibits' contents reflecting the students' levels and needs. The government should provide enough financial supports to various mathematics exhibitions in order to install amenities and facilities for visitors.

• Education of Primary School Mathematics
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• v.20 no.4
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• pp.253-266
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• 2017

The purpose of the study was to investigate the perceptions of Elementary school teachers on mathematics instruction. To do this, 7 test items were developed to obtain data on teacher's perception of mathematics instruction and 73 teachers who take mathematical lesson analysis lectures were selected and conducted a survey. Since the data obtained are all qualitative data, they were analyzed through coding and similar responses were grouped into the same category. As a result of the survey, several facts were found as follow; First, When teachers thought about 'mathematics', the first words that come to mind were 'calculation', 'difficult', and 'logic'. It is necessary for the teacher to have positive thoughts on mathematics and mathematics learning, and this needs to be stressed enough in teacher education and teacher retraining. Second, the reason why mathematics is an important subject is 'because it is related to the real life', followed by 'because it gives rise to logical thinking ability' and 'because it gives rise to mathematical thinking ability'. These ideas are related to the cultivating mind value and the practical value of mathematics. In order for students to understand the various values of mathematics, teachers must understand the various values of mathematics. Third, the responses for reasons why elementary school students hate mathematics and are hard are because teachers demand 'thinking', 'because they repeat simple calculations', 'children hate complicated things', 'bother', 'Because mathematics itself is difficult', 'the level of curriculum and textbooks is high', and 'the amount of time and activity is too much'. These problems are likely to be improved by the implementation of revised 2015 national curriculum that emphasize core competence and process-based evaluation including mathematical processes. Fourth, the most common reason for failing elementary school mathematics instruction was 'because the process was difficult' and 'because of the results-based evaluation'. In addition, 'Results-oriented evaluation,' 'iterative calculation,' 'infused education,' 'failure to consider the level difference,' 'lack of conceptual and principle-centered education' were mentioned as a failure factor. Most of these factors can be changed by improving and changing teachers' teaching practice. Fifth, the responses for what does a desirable mathematics instruction look like are 'classroom related to real life', 'easy and fun mathematics lessons', 'class emphasizing understanding of principle', etc. Therefore, it is necessary to deeply deal with the related contents in the training courses for the improvement of the teachers' teaching practice, and it is necessary to support not only the one-time training but also the continuous professional development of teachers.

• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.533-551
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• 2013

The purpose of this study is to investigate how middle school mathematics teachers understand the definition and the purpose of constructed-response assessments as well as what they expect from the assessments. By examining the responses of 189 middle school mathematics teachers to the survey, we found that there is discrepancy between their perceptions and reality of the constructed-response assessments in practice. In other words, teachers' practice is not well aligned with their perceptions and expectations due to the restraint of school system and environment. The findings give us some meaningful implication for the improvement of effective constructed-response assessments and professional development.

• Communications of Mathematical Education
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• v.35 no.3
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• pp.213-231
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• 2021

This study is intended to investigate contents related to parents' perception and satisfaction level of school mathematics curriculum. Based on the results, this study intended to deduce implications for mathematics education in schools, child education, and parent education. According to the result of the survey, the more positively the parents perceived the value of the mathematics learning, the more positively the child perceived, and the higher the parent's participation rate in mathematics-related education was. In terms of perception of teaching and learning activities, it showed that the willingness to participate in educational programs was lower for the parents of middle and high school students than the parents of elementary school students and the parents of elementary school students also showed higher satisfaction level of school mathematics curriculum. parents have perceived the necessity of teaching and mathematics education to develop artificial intelligence or data analysis skills. It was also found that the parents of middle and high school students' participation experience in education had an effect on the satisfaction level of their children's math teacher's class preparedness. Parents perceived positively to how pragmatic mathematics curriculum can be and provided answers to what they wish in specific mathematics classes in learning methods and future mathematics learning. As this is for educational experts to consider much in-depth in the future, this study suggested the need for diverse parents' education related to mathematics including the expansion of mathematics education with parents' participation, the creation of a mathematics learning environment for future mathematics learning.

• The Mathematical Education
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• v.31 no.1
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• pp.23-34
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• 1992

• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.175-192
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• 2014

The purpose of this study was to investigate the differences in perceived importance of mathematical education (perceived importance) and mathematical interaction of 5-year-olds' mothers according to contents of mathematical education. Second, we intended to examine whether mothers' understanding of purpose of mathematical education predicted on their perceived importance and mathematical interaction. Third, we analyzed relative influence between mothers' perceived effectiveness of concrete materials and worksheets on their perceived importance and mathematical interaction. The subjects consisted of 151 mothers of 5-year-olds lived in D city and K province in Korea. The results were as follows: First, mothers' perceived importance and mathematical interaction were higher in 'number and arithmetic'. Second, mothers' understanding of purpose of mathematical education predicted their perceived importance in all contents and mathematical interaction in 'number and arithmetic', 'geometry', and 'algebra'. Third, mothers' perceived effectiveness of concrete materials predicted better in most contents of mathematical education. Meanwhile, in 'number and operation', mothers' perceived effectiveness of worksheets did a predictive role in their importance awareness. These results were discussed in terms of necessity of a parent education program to provide practical information about contents and methods of mathematical education for their 5-year-old children.

• The Mathematical Education
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• v.63 no.1
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• pp.63-83
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• 2024

The purpose of this study is to analyze the mathematical connection components of the tasks included in the trigonometric ratio unit of 3rd grade middle school textbook based on the 2015 revised mathematics curriculum and investigate teachers' perceptions and practical measures regarding these components. To this end, we analyzed the characteristics of mathematical connection tasks included in the trigonometric ratio units in nine types of 3rd grade middle school mathematics textbooks, and we conducted a questionnaire survey and interviews with one in-service math teachers in pre interview and with two in-service math teachers in this interview to investigate their perceptions and practical measures. As a result of the study, the number of tasks with external connection in the trigonometric ratio unit were less than those of internal connection. In addition, in terms of teachers' perceptions and practical measures, the perspective of analyzing tasks with mathematical connections varied depending on the teacher's perspective, and the practical measures varied accordingly. These findings are significant in that they reveal the relationship between mathematical tasks, teacher perceptions and measures to foster effectively students' mathematical connections.

• Journal of the Korean School Mathematics Society
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• v.8 no.1
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• pp.101-116
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• 2005

The purpose of this study is to survey mathematics teacher's cognition of proof along with their proof forms of expression and proof ability, and to explore the relationship between their proof scheme and teaching practice. This study shows that mathematics teachers tend to regard proof as a deduction from assumption to conclusion and that they prefer formal proof with mathematical symbols. Mathematics teachers also recognize that prof is an important area in school mathematics but they reveal poor understanding of teaching methods of proof. Teachers tend to depend on the proof style employed in mathematics textbooks. This study demonstrates that a proof scheme is a major factor of determining the teaching method of proof.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.364-372
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• 2016

The purpose of this study was to investigate preservice mathematics teachers' perceptions for mathematics digital textbook. To do this, we provided a questionnaire to 52 preservice mathematics teachers and analysed the questionnaires. The questionnaire was investigated using 5 point scale. The results of this study can be summarized as follows. First, the preservice mathematics teachers' perception on effectiveness of mathematics digital textbook was positive. Second, the preservice mathematics teachers' perception on interaction of mathematics digital textbook was normal. Third, the preservice mathematics teachers' perception on interest of mathematics digital textbook was positive. Fourth, the preservice mathematics teachers' perception on students' health of mathematics digital textbook was normal. Fifth, the preservice mathematics teachers' perception on class-management of mathematics digital textbook was normal. Sixth, some preservice mathematics responded that mathematics digital textbook was efficient to teach a function or a geometry, others responded that paper textbook was more efficient to teach a mathematics.