• Communications of Mathematical Education
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• v.35 no.1
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• pp.15-36
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• 2021

A well-designed mathematics lesson is the foundation for effective mathematics instruction. Given this significance, this paper focused on analyzing what would be important elements for in-service teachers in planning an elementary mathematics lesson. For this purpose, a total of 27 in-service teachers were asked to write down whatever they would consider important in designing a mathematics lesson. A mathematics lesson plan prepared by a pre-service teacher was provided for the in-service teachers. They were then asked to analyze the strengths of the lesson plan and to provide detailed feedback on how to improve it. The results of this study showed that the in-service teachers tended to analyze the given mathematics lesson plan in terms of what they considered important regarding lesson design. Such elements were specified when the in-service teachers described the strengths and feedback for improvement of the lesson plan. In particular, the aspects of instructional strategies and materials were explained in detail. Based on these results, this paper is expected to provoke discussions on lesson design of in-service teachers and subsequent research.

• School Mathematics
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• v.19 no.4
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• pp.691-712
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• 2017

It is an important to develop teachers' statistical reasoning or thinking by teacher education. In this study, the "comparing two data sets" tasks is focused as a way to develop pre-service elementary teachers' reasoning about core ideas of statistics such as distribution, variability, center, and spread. 6 teams of each 4 pre-service elementary teachers participated on the tasks and their presentations are analyzed based on Pfannkuch's (2006) teachers' inference model in comparing two data sets. As a result, they paid attention to the distribution and variability in the statistical problem solving by the "comparing two data sets" tasks, and used their contextual knowledge to make a statistical decision. In addition, they used some statistics and graphs as the reference for statistical communication, which is expected to provide implications for improving statistical education. The finding implies that the "comparing two data sets" tasks can be used to develop statistical reasoning of pre-service elementary teachers. Some recommendations are suggested for teacher education by these tasks.

• Education of Primary School Mathematics
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• v.24 no.2
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• pp.83-102
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• 2021

Curricular noticing is about how teachers understand the content and pedagogical opportunities inherent in curriculum materials. Since the enacted curriculum differs depending on which aspect of the curriculum material is paid attention to and how to interpret it, it is necessary to focus on Curricular Attending and Curricular Interpreting in Curricular Noticing for enhancing the teaching expertise of preservice teachers. First, this study categorized the objects that preservice elementary mathematics teachers attended when planning the lesson for rate. Second, in order to find out the reason for paying attention to those objects, it was analyzed what factors were related to interpret. By discussing the results, implications were drawn on how to use Curricular Noticing in preservice teacher education to enhance the pedagogical design competency of preservice elementary mathematics teachers.

• School Mathematics
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• v.16 no.3
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• pp.471-489
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• 2014

In this study, we carried out mathematics teacher-training course. The topic of this training course is the understanding of content area reading in school mathematics. The teacher-training course is planned to guide mathematics teachers can perform effectively the teaching of content area reading. In particular, we illustrated the pre-service mathematics teacher education practice. Mathematics teachers investigated various teaching strategies that can lead their students read reading materials related to mathematics effectively. In this training courses, teachers reflects on their own experience and they have an opportunity to learn the new strategies that improve their teaching methods. Teacher educator and in-service teachers share and discuss their practices, they have a meaningful learning experiences. In this study, we presented the processes of the teacher-training course and the results of practice. Furthermore, on the basis of the limitations of this study, we suggested recommendations for the future teacher training program.

• Journal of Educational Research in Mathematics
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• v.25 no.2
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• pp.157-175
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• 2015

This study was conducted with the aim to develop and improve the assessment literacy of teachers which enables it to develop and utilize the assessment items using a wide range of contexts on the basis of an understanding of math contents and mathematical process specified in the math curriculum and to analyze the results in an effective way. To analyze the changes in the development and improvement of the assessment literacy of preservice math teachers, the author of this study, using PISA items and assessment framework, analyzed the changes through the 1st and 2nd development of assessment items. The results showed the assessment literacy of preservice math teachers and their ability have been improved, implying that there is the necessity to develop a wide range of programs to improve the assessment literacy of preservice math teachers and provide such programs on a regular basis, which will facilitate effective math teaching and learning.

• Education of Primary School Mathematics
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• v.14 no.3
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• pp.317-328
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• 2011

We analyzed errors committed by Korean prospective elementary teachers in finding and interpreting quotient and remainder within measurement division of fractions. 65 prospective elementary teachers were participated in this study. They solved a word problem about measurement division of fractions. We analyzed solutions of all participants, and interviewed 5 participants of them. The results reveal many of these prospective teachers could not tell what fractional part of division result means. Thses results suggest that teacher preparation program should emphasize interpreting calculation results within given situations.

• Korean Journal of Mathematics
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• v.19 no.4
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• pp.495-521
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• 2011

In this paper, the self-evaluation, the peer-evaluation and the instructor evaluation on virtual mathematics lesson have been performed. The method of checking on the given evaluation item have been used. In result, a lot of difference was shown between self-evaluation, peer-evaluation and the instructor-evaluation toward virtual mathematics lesson. Pre-service teachers were shown as lacking awareness on instructional Virtual Mathematics Lesson' evaluation. Therefore it seems that we must have the opportunity to reflect on the teaching method through a great deal of experience on self-evaluation and peer-evaluation of virtual lessons.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.541-563
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• 2014

The purpose of this study is to investigate how the curriculum, in which pre-service teachers experience mathematical process and develop assessment items and standards through the process experience in a mathematical essay course, affects the pre-service teachers and suggest its implications for teacher education. Fourty nine pre-service teachers, registered at a mathematical essay course in a K university in Seoul, developed mathematical essay problems and their assessment standards, and their developed processes were analyzed. According to the analysis results, first, mathematical essay problems developed by the fifty students reflect components of mathematical processes. Especially, one characteristic in revising assessment items shows that pre-service teachers considered not only justification process through different levels of difficulty and mathematical reasoning, but also logical descriptions through problem solving, when they worked on group discussions and examined middle school and high school students' responses. Second, while pre-service teachers developed rubrics for their assessment items and revised the rubrics based on students' responses, they established assessment standards which employed mathematical process by focusing on problem solving process rather than results and considering students' unexpected problem solving. The results imply a concrete method in planning and executing a mathematical essay course which makes use of mathematical process in teacher education.

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.495-519
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• 2017

The purpose of this study is to analyze the concept of the real number e and to investigate the understanding of pre-service teachers about the real number e. 28 pre-service teachers were asked to take a test based on the various ideas of the real number e and 8 pre-service teachers were interviewed. The results of this study are as follows. First, a large number of pre-service teachers couldn't recognize relation between the formal definition and the representations of the real number e. Secondly, pre-service teachers judged appropriately for the irrationality and the construction impossibility of the real number e, but they couldn't provide reasonable evidence. Lastly, pre-service teachers understood the continuous compounding context and exponential function context of the real number e, but they had a difficulty in understanding the geometric context and natural logarithm context of the real number e.

• Journal of the Korean School Mathematics Society
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• v.8 no.4
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• pp.509-523
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• 2005

This study empirically examines motivations of entering college of education and academic problems that pre-service teachers encounter under the curricular activities. We analyze the phenomena of professional development under the four categories: motivation toward entering college of education, pedagogical content knowledge, subject matter knowledge and future vision. We conducted survey for the S university students first and interviewed 3 selected participants. Almost 50 students from college of education participated answering to the surveys. Using SPSS package, there was no significant difference between freshmen, sophomore and junior students in any category Male students responded more positively than female students in all the categories. To explore survey results deeply, we selected 3 students from sophomore and junior levels and 2 extra senior students to conduct interviews. The interpretation of the data described how their academic problems unfold partly because they seek another major and how their professional development take place carrying out practicum activities. Most of the interviewees felt that their academic lives were affected motivations of entering college of education and difficulties of studying subject matter knowledge. At the end, several suggestions are added for future research.