• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.357-377
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• 2014

The purpose of this study is to identify whether math class with clip-type contents has a significant impacts on the academic achievement and attitude of students. To answer the questions, two classes of 4th graders at Sinlim Elementary School in Gwanak-gu, Seoul were selected as subjects; they were divided into experimental group and comparative group. They were confirmed as a homogeneous group at the significance level of 0.05 during a pre-test. The findings are as follows. First, math class with clip-type contents had positive influence on the academic achievement. Second, math class with clip-type contents had positive influence on the attitude towards learning. Furthermore, proper clip-type contents for class boost their understanding and enhance their mathematical thinking with multiple views. It led to their self-confidence in learning math, developing a positive attitude towards math. The benefits of the present research can be summarized as follows. First, the math class with clip-type contents benefited both teachers and students. For teachers, it helped them boost the quality of their teaching. For students, it helped them understand the class better, improving their academic achievement. Second, the diverse, interesting contents had a positive impact on the following of the students: self-concept of math; attitude towards math; learning habits.

• Education of Primary School Mathematics
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• v.25 no.1
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• pp.43-55
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• 2022

It is critical to examine changes in teachers' beliefs on how to teach and learn mathematics through teacher education programs. This study aims to develop an instrument measuring elementary pre-service teachers' beliefs on student- and teacher-centered instruction. After developing questionnaires with mathematics education experts, the structural validity of the instrument was evaluated by collecting and analyzing data from 166 pre-service teachers. Parallel analysis and exploratory factor analysis were applied sequentially to collect validity and reliability evidence. The results showed that this instrument can be used to examine changes in pre-service teachers' two different types of belief: student- and teacher-centered instruction. We also suggested how to interpret scores appropriately.

• Journal of the Korean School Mathematics Society
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• v.19 no.3
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• pp.309-328
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• 2016

In this study we aimed to find out if a mathematics lesson with Jigsaw model can help to change such negative mathematical affective characteristic to a positive one. The results of the study were as in the following. First, the mathematics lessons applied Jigsaw model can help to inspire curiosity and motivation of students. During the lessons, communication among students was vitalized. Such communication inspired learner's curiosity and learning motivation. The expert group and home group activities in the Jigsaw model made the learner's question-answering activities more instantaneous and frequent. Second, the mathematics lessons applied Jigsaw model can help students to become aware of the value of mathematical concepts and formula.

• School Mathematics
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• v.10 no.4
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• pp.515-535
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• 2008

As part of developmental research of a student-teaching practicum program, this research analyzed a mathematics preservice teacher's questioning. The practicum program is based on the model of reflective practice in a collaborative inquiry community for learning-to-teach. This paper describes how a preservice teacher's questioning pattern had changed on the program participation and explain how the change in discourse can be considered as an indicator for the pre service teacher's professional development. Suggestions for the future program development are discussed.

• Education of Primary School Mathematics
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• v.21 no.3
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• pp.309-327
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• 2018

This study is a case study of an elementary school teacher's reflection and practice in the process of planning, executing and criticizing his lesson on division with decimals. The purpose of this study was to clarify what kinds of problems an elementary school teacher was thinking about and how his focus was changing in the process of planning and executing a lesson and criticizing his lesson with his peers. The teacher was set in three periods: a teacher planning a lesson, a teacher executing a lesson, and a teacher criticizing his or her own lesson. Each period was analyzed in eight aspects: Establishing the goals for mathematics, implementing tasks, connecting mathematical representations, facilitating mathematical discourse, posing questions, building procedural fluency from conceptual understanding, supporting productive struggles, and using evidences of students' thinking.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.863-885
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• 2009

In the era of wireless internet, we are apt to use a mobile phone for learning mathematics, besides the pc computer and the notebook computer. This study was to investigate the effect of M-learning when students were given a wireless mobile phone in terms of their perspectives towards the use of a mobile phone, achievement and attitudes towards mathematics. They were the 3th grader in a high school, who were expected to take Aptitude Test for the entrance of the university level. The most students who took an ubiquitous environment of M-learning showed it as a benefit for learning mathematics and did not spend time at other activities such as listening to music, sending text-message, playing games, etc, but at the M-learning activities. The students who engaged in the M-learning activities were improved a significantly higher score at Aptitude Test than the students who took the make-up courses in the school and also did a significantly higher disposition towards mathematics which was caused by curiosity among 7 components of the mathematical disposition.

• Education of Primary School Mathematics
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• v.14 no.1
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• pp.81-95
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• 2011

In order to raise people with mathematical power and positive attitude toward mathematics fit for the 21st century, individual students should be provided with equal learning opportunities according to their ability and level, and the need of such mathematics education is even stronger for underachievers. As textbooks were considered the optimal learning materials at each stage, this study purposed to examine changes in students' mathematical learning abilities and mathematical tendency brought by the activities of analyzing and reviewing the textbooks of the previous grades. The subjects of this study were 5 mathematics underachievers from 3 fifth grade classes at D Elementary School. They were sampled from those who were selected based on the results of diagnostic assessment and the records at the end of April and gave their consent to participation in this study. For the sampled children, their current state was surveyed first, and then the experimental classes were given twice a week and a total of 32 sessions. The children judged their mathematical abilities through reviewing the textbooks from the 1st grade to the 4th grade, and studied the textbook of each stage by themselves. After the self study, they had the textbook contents review activity that extracted 10 problems considered important per semester, and the textbook analysis activity that grouped units in each stage according to relevancy, identified similarities and differences, and examined hierarchy. From the results of this study was found that the mathematics underachiever teaching method using the textbooks of the previous grades gives mathematics underachievers confidence in their abilities, strengthens mathematical connection, and develops the habits of exploring key contents through self study.

• Education of Primary School Mathematics
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• v.25 no.1
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• pp.1-17
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• 2022

It summarized and analyzed how the definitions of prism, which is the main mathematics education contents of the upper grades of elementary school, have changed from the teaching period to the 2015 revised curriculum. To this end, the definition method was divided into three methods, and how each method was used in each curriculum was examined. Through this, it was confirmed that the definitions of prism were quite different for each curriculum period. In addition, the implications for the definition of each prism were compressed and presented. It will be an opportunity for the textbook author to think about what is a more meaningful definition method of prism.

• The Journal of the Korea Contents Association
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• v.20 no.7
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• pp.212-222
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• 2020

The purpose of this study is to understand the current status and trends of the research studies published by the Society for Industrial and Applied Mathematics which is a leader in the field of industrial mathematics around the world. To perform this purpose, titles and abstracts were collected from 6,255 research articles between 2016 and 2019, and the R program was used to analyze the topic modeling model with LDA techniques and a regression model. As the results of analyses, first, a variety of studies have been studied in the fields of industrial mathematics, such as algebra, discrete mathematics, geometry, topological mathematics, probability and statistics. Second, it was found that the ascending research subjects were fluid mechanics, graph theory, and stochastic differential equations, and the descending research subjects were computational theory and classical geometry. The results of the study, based on the understanding of the overall flows and changes of the intellectual structure in the fields of industrial mathematics, are expected to provide researchers in the field with implications of the future direction of research and how to build an industrial mathematics curriculum that reflects the zeitgeist in the field of education.

• Journal of the Korean School Mathematics Society
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• v.24 no.4
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• pp.327-348
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• 2021

This study examines the effects of mathematics learning mentoring activities on mathematical knowledge for teaching (MKT) of pre-service mathematics teachers. We choose six pre-service mathematics teachers in the department of mathematics education at M University. The pre-service mathematics teachers conducted 1:1 mathematics learning mentoring for two hours at a times and twice a week for 15 weeks. The pre-service mathematics teachers submitted the mentor log, which recorded weekly learning and emotional observations. We collected the mentor log and the reflection log of pre-service mathematics teachers and the interviews with pre-service mathematics teachers. Based on the collected data, we analyzed the effects of MKT, the understanding of students, and pre-service mathematics teachers' introspection by mathematics learning mentoring. We obtained conclusions as follows. First, mathematics learning mentoring provides an opportunity for pre-service mathematics teachers to apply the theory of mathematical education to schools. Thus pre-service mathematics teachers express theoretical knowledge as practical knowledge. Second, mathematics learning mentoring helps pre-service mathematics teachers have the ability to understand students and provide opportunities to reflect on their attitudes as learners. Third, mathematics learning mentoring helps advance teaching activities by providing pre-service mathematics teachers with opportunities to reflect on their teaching activities. Finally, mathematics learning mentoring has positively influenced the change in pre-service mathematics teachers' beliefs and teaching intuition.