• The Mathematical Education
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• v.60 no.1
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• pp.61-76
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• 2021

The purpose of this study is to analyze the errors and difficulties which pre-service secondary teachers shows during the task modification in consideration of the cognitive demand and to provide significant implications to the pre-service teacher education program related to the modification of the mathematical tasks. In the pursuit of this purpose, tasks were selected from perpendicular bisector units and 24 pre-service teachers were asked to modify the tasks to higher and lower level tasks. After the modification activities, opportunities for reflection and modification were provided. The findings from analysis are as follows. Pre-service teachers had a difficulty to distinguish between PNC tasks and PWC tasks. Also, We identified the interference phenomena that pre-service teachers depended on the apparent elements of the task. Pre-service teachers showed a tendency to overlook the learning objectives and learning hierarchy during the task modification, and to focus on some types of task modification. However, pre-service teachers were able to have meaningful learning opportunities and extend the category of tools to technology including Geogebra through self-reflection and correction activities on task modification. The above results were summed up and we presented the implications to the task modification program in the pre-service secondary teacher education.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.127-150
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• 2021

Recently, in the field of mathematics education, mathematical noticing has been considered as an important element of teacher expertise. The meaning of mathematical noticing is the ability of teachers to notice and interpret significant events among various events that occur in mathematics class. This study attempts to analyze the differences of pre-service secondary teachers' mathematical noticing and confirm the factors that cause the differences between them. To accomplish this, the items on class critiques were established to identify pre-service secondary school teachers' mathematical noticing, and each of 18 pre-service secondary mathematics teachers were required to write a class critique by watching a video in which their micro-teaching was recorded. It was that the teachers' mathematical noticing can be identified by analyzing their critiques in three dimensions such as actor, topic, and stance. As a result, there were differences in mathematical noticing between pre-service secondary mathematical teachers in terms of topic and stance dimensions. The result suggests that teachers' mathematicl noticing can be differentiated by subject matter knowledge, pedagogical content knowledge, curricular knowledge, beliefs, experiences, goals, and practical knowledge.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.219-236
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• 2023

This study examined the relationship between preservice teachers' mathematical understanding and problem posing in fractions multiplication and division. To this purpose, 41 preservice teachers performed visual representation and problem posing tasks for fraction multiplication and division, measured their mathematical understanding and problem posing ability, and examined the relationship between mathematical understanding and problem posing ability using cross-tabulation analysis. As a result, most of the preservice teachers showed conceptual understanding of fraction multiplication and division, and five types of difficulties appeared. In problem posing, most of the preservice teachers failed to pose a math problem that could be solved, and four types of difficulties appeared. As a result of cross-tabulation analysis, the degree of mathematical understanding was related to the ability to pose problems. Based on these results, implications for preservice teachers' mathematical understanding and problem posing were suggested.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.251-266
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• 2015

The statement, 'Taking more mathematics would result a better mathematics teacher.' sounds plausible. However, it is questionable that how much of taking university level of mathematics such as abstract algebra and real analysis would affect to teach elementary mathematics well. Would a mathematician be a better teacher for elementary students to teach mathematics than who has been prepared to teach elementary mathematics? This paper reports the effects of opportunities to learn tertiary level mathematics and school level mathematics on pre-service primary school teachers' mathematics pedagogical content knowledge. The study analyzed Teacher Education and Development Study in Mathematics 2008 (TEDS-M 2008) database using multiple regression. Prospective primary teachers who have been prepared as generalist were the focus of the study. The results support future elementary teachers might need to have opportunities to revisit school mathematics they are going to teach.

• Communications of Mathematical Education
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• v.35 no.3
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• pp.257-275
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• 2021

This study investigated the prospective teacher's noticing of students' mathematical thinking from the perspective of how the prospective teacher pays attention to, interprets, and responds to the student's responses related to variables. The prospective teachers were asked to infer the students' thinking from the variables related to the tasks and suggest feedback accordingly. An analysis of the responses of 26 prospective teachers showed that it was not easy for prospective teachers to pay attention to the misconception of variables and that some of them did not make proper interpretations. Most prospective teachers who did not attend and interpret were found to have failed to provide an appropriate response due to a lack of overall understanding of variables. even though prospective teachers who did proper attend and interpret were found to have failed to respond appropriately due to a lack of empirical knowledge, even with proper attention and interpretation.

• Education of Primary School Mathematics
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• v.25 no.1
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• pp.101-123
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• 2022

Recently, as the educational paradigm shifts from teacher-centered to learner-centered, the active construction of knowledge of learners is becoming more important. Accordingly, classes using mathematical modeling are receiving attention. However, existing research is focused on teachers or middle and high school students, so it is difficult to apply the contents and results of the research to preservice teachers. Therefore, in this study, the experience of mathematical modeling was examined for elementary school preservice teachers. And we looked at how positive experiences of mathematical modeling change their perceptions. As a result of the study, elementary school preservice teachers had very little experience in mathematical modeling during their school days. In addition, it was found that the perceptions changed more positively than when a theoretical class on mathematical modeling was conducted, rather than when the experience of mathematical modeling was actually shared. Based on the results of this study, implications were suggested in the course of training preservice teachers.

• Communications of Mathematical Education
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• v.29 no.2
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• pp.197-214
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• 2015

This study is to design Flipped Learning classrooms of learner-centered education on the pre-service math teachers education. The study aims to explore the feasibility of teaching and learning method. To achieve the objectives of the study was to explore the teaching and learning model. Flipped learing classroom design includes a main step of a typical process of teaching system. And we designed the model based on the ADDIE Model. This model contains the design steps and the Flipped learning component of the teaching and learning design model. Designed classroom presented in three steps that are before classroom, during classroom and after classroom.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.19-38
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• 2021

The purpose of this study is to examine pre-service teachers' noticing when evaluating peers' mathematical problem posing tasks. To this end, 46 secondary pre-service teachers were asked to create real-world problems related to permutation and combination and randomly assigned to evaluate peers' problems. As a result, the pre-service teachers were most likely to notice the difficulty of their peers' mathematics problems. In particular, the pre-service teachers tended to notice particular conditions in order to increase the difficulty of a problem. In addition, the pre-service teachers noticed the clarity of a question and its solution, novelty of the problem, the natural connection between real-world contexts and mathematical concepts, and the convergence between mathematical concepts.

• Communications of Mathematical Education
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• v.30 no.2
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• pp.139-159
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• 2016

This study is the field of mathematics education on the assumption that they can extend outside the classroom. Recent mathematics education is increasing the importance of field experience and various activities based on real-life math education. Thus, it is necessary to consider this situation in pre-service teacher's education. The purpose of this study is to apply the 'Mathematics Field Trips Activities' in the pre-mathematics teacher education. So the specific case of 'Mathematics Field Trips Activities' was analyzed. Mathematics teachers conducted preliminary exploration activities on the historical cultural property which were effective in the following four aspects. First, cognitive effects and second, definitive effect. Third, cultural-mathematical effect. Fourth, the effect on improving math class. Finally they were summarized and divided into classes target content knowledge and teaching knowledge both sides. As a result, the 'Mathematics Field Trips Activities' were found to have significant effects on pre-service math teacher. Finally, ongoing research is needed to settle into a new teaching and learning methods.

• Education of Primary School Mathematics
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• v.23 no.1
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• pp.1-26
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• 2020

The purpose of this study was to analyze the process of reading and understanding mathematics lesson plan through eye-tracking to suggest implications of pre-service teacher education. As a result of the analysis, the pre-service teachers felt that the mathematics lesson plans were more difficult than the experienced teacher, they read and understood the mathematics lesson plan in sequential order. Experienced teachers, on the other hand, used a hypertext reading strategy to find key topics and make connections in order to grasp the flow of instruction in mathematics lesson plan. Based on these results, several suggestions were drawn for pre-service teachers when teaching their ability to read and understand mathematics lesson plan.