• Journal of Elementary Mathematics Education in Korea
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• v.24 no.3
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• pp.279-297
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• 2020

The purpose of this study is to find ways to establish and operate Process-focused Assessment in the classroom as the 2015 revised curriculum has emerged. As a way of doing so, we proposed a Process-focused Assessment through self-assessment and looked at the impact of the applied classes on the mathematical academic performance and affective domain of fifth-grade elementary school students. After selecting two classes of fifth grade with proven homogeneity for research, the experimental group applied Process-focused Assessment through self-assessment and the teacher-led Process-focused Assessment to the comparative group. As a result, it was confirmed that the classes applying Process-focused Assessment through self-assessment significantly improved the math and academic performance of fifth-grade elementary school students. The affective domain of the experimental group did not change significantly, but the analysis of the students' comments and interview data showed that they had more interest and confidence in mathematics.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.147-162
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• 2013

This is an in-dept case study that extract the problems showing remarkable gender gap in 6th graders and analyze the difference between boys and girls in the process of problem solving. This study can be summarized as the following. First, according to the result of basic study, the parts are divided into measurement, probability and statistics and regularity. And then test problems and face-to-face talk contents are developed. Second, the distinct features between boys and girls, follow-up study and face-to-face talk. As a result, five characteristics of gender gap are selected. Through the results of this study, the improvement of teaching & learning development and evaluation considering gender is expected in the classrooms of elementary schools.

• Journal of Science Education
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• v.41 no.2
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• pp.248-266
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• 2017

The purpose of this study is to present various examples of collaborative learning based on the Instruction of Internet in the 6th grade elementary school mathematics class. So we introduce the design method of classroom environment for classroom Internet and give example of various teaching methods. This study was conducted for nine months from March to November, 2016, one sixth grade of elementary school in D area. During this period, we conducted Instruction of Internet-based collaborative learning to classify typical teaching cases. We classified into 5 type collaborative learning. First, collaborative learning in the classroom. Second, remote collaborative learning between classroom and classroom. Third, Live participation classes. Forth, project collaborative learning. Fifth, using virtual reality in collaborative learning. In addition, we could identify that there is a difference compared to the conventional learning. It became possible to conduct collaborative learning with other students simultaneously or have opening class with both parents and teachers by using Youtube. These examples can be presented as a case to depart from traditional mathematics class in one classroom. In this regard, we will be able to provide several implications about teaching methods utilizing smart device and Internet in future classroom.

• Education of Primary School Mathematics
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• v.14 no.2
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• pp.117-134
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• 2011

The purpose of this research was to analyze mathematical task types to enhance creativity. Creativity is increasingly important in every field of disciplines and industries. To be excel in the 21st century, students need to have habits to think creatively in mathematics learning. The method of the research was to collect the previous research and papers concerning creativity and mathematics. To search the materials, the researcher used the search engines such as the GIL and the KISTI. The mathematical task types to enhance creativity were categorized 16 different types according to their forms and characteristics. The types of tasks include (1) requiring various strategies, (2) requiring preferences on strategies, (3) making word problems, (4) making parallel problems, (5) requiring transforming problems, (6) finding patterns and making generalization, (7) using open-ended problems, (8) asking intuition for final answers, (9) asking patterns and generalization (10) requiring role plays, (11) using literature, (12) using mathematical puzzles and games, (13) using various materials, (14) breaking patterned thinking, (15) integrating among disciplines, and (16) encouraging to change our lives. To enhance students' creativity in mathematics teaching and learning, the researcher recommended the followings: reshaping perspectives toward teaching and learning, developing and providing creativity-rich tasks, applying every day life, using open-ended tasks, using various types of tasks, having assessment ability, changing assessment system, and showing and doing creative thinking and behaviors of teachers and parents.

• Education of Primary School Mathematics
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• v.24 no.4
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• pp.203-216
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• 2021

Seeing the elapsed time as a quantity that can be measured is quite challenging for students while making students see it is also challenging for teachers. Tuning on these challenges, this article reports on what learning opportunities elementary teachers provide when they teach elapsed time focusing on quantitative objectification. I observed three mathematics classrooms where the elapsed time was taught by three elementary teachers and did a narrative analysis on the instructions. All three teachers utilized certain tools to support students access to the elapsed time as a quantity. They appropriated various quantitative attributes of the tool. In the case of the analog clock, one teacher tried to quantification the elapsed time with the number of minute hand's turning, while the other teacher indicated the distance of minute hand's moving. One teacher represented the elapsed time with the longitudinal attribute of the time band. Standing on the findings, the didactical implications of various attempts for quantitative objectification of the elapsed time implemented were discussed.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.1-22
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• 2010

The purpose of this study was to examine the relationship between teacher's role and interaction patterns in mathematics classrooms. Teacher's role was divided into usual practices with students, usual practices with content and usual practices with students and contents, and interaction patterns were classified into report, inquiry and discussion. The subjects in this study were teachers and students in three fourth- grade classes in T elementary school located in Seoul. After the classes of every math teacher were observed, three teachers who played distinctively unique roles were selected in accordance with the results of the first-semester autonomous supervision, of open class for parents and of the instructional observation. Thus, there was a close relationship between the teacher roles and interaction patterns. And it's concluded that students are able to have a more discussion on each other's ideas in the student-centered classroom, and that teachers should perform active roles in that process. Given the findings of the study, there are some suggestions: First, the teachers appeared to fulfill consistent roles when their videotaped classes, study aids and performance assessment materials were analyzed, and they should play more active roles in mathematics class. Second, they should try to create the kinds of climate that encourages students to come up with ideas in an active manner. Third, earlier studies had focused on student-teacher interaction patterns, but this study found that the roles of the teachers depended on interaction with not only students but study aids and performance assessment materials, and that the interaction patterns hinged on their roles as well. Therefore more profound research efforts should be directed into this issue.

• Education of Primary School Mathematics
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• v.19 no.2
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• pp.161-175
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• 2016

The purpose of this study is to measure the differences in affective characteristics and mathematical reasoning ability between gifted students and non-gifted students. This study compares and analyzes on the relations between the affective characteristics and mathematical reasoning ability. The study subjects are comprised of 97 gifted fifth grade students and 144 non-gifted fifth grade students. The criterion is based on the questionnaire of the affective characteristics and mathematical reasoning ability. To analyze the data, t-test and multiple regression analysis were adopted. The conclusions of the study are synthetically summarized as follows. First, the mathematically gifted students show a positive response to subelement of the affective characteristics, self-conception, attitude, interest, study habits. As a result of analysis of correlation between the affective characteristic and mathematical reasoning ability, the study found a positive correlation between self-conception, attitude, interest, study habits but a negative correlation with mathematical anxieties. Therefore the more an affective characteristics are positive, the higher the mathematical reasoning ability are built. These results show the mathematically gifted students should be educated to be positive and self-confident. Second, the mathematically gifted students was influenced with mathematical anxieties to mathematical reasoning ability. Therefore we seek for solution to reduce mathematical anxieties to improve to the mathematical reasoning ability. Third, the non-gifted students that are influenced of interest of the affective characteristics will improve mathematical reasoning ability, if we make the methods to be interested math curriculum.

• Journal of Educational Research in Mathematics
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• v.15 no.3
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• pp.251-272
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• 2005

Given that cognitive demands of mathematical tasks can be changed during instruction, this study attempts to provide a detailed description to explore how tasks are set up and implemented in the classroom and what are the classroom-based factors. As an exploratory and qualitative case study, 4 of six-grade classrooms where high-level tasks on ratio and proportion were used were videotaped and analyzed with regard to the patterns emerged during the task setup and implementation. With regard to 16 tasks, four kinds of Patterns emerged: (a) maintenance of high-level cognitive demands (7 tasks), (b) decline into the procedure without connection to the meaning (1 task), (c) decline into unsystematic exploration (2 tasks), and (d) decline into not-sufficient exploration (6 tasks), which means that the only partial meaning of a given task is addressed. The 4th pattern is particularly significant, mainly because previous studies have not identified. Contributing factors to this pattern include private-learning without reasonable explanation, well-performed model presented at the beginning of a lesson, and mathematical concepts which are not clear in the textbook. On the one hand, factors associated with the maintenance of high-level cognitive demands include Improvising a task based on students' for knowledge, scaffolding of students' thinking, encouraging students to justify and explain their reasoning, using group-activity appropriately, and rethinking the solution processes. On the other hand, factors associated with the decline of high-level cognitive demands include too much or too little time, inappropriateness of a task for given students, little interest in high-level thinking process, and emphasis on the correct answer in place of its meaning. These factors may urge teachers to be sensitive of what should be focused during their teaching practices to keep the high-level cognitive demands. To emphasize, cognitive demands are fixed neither by the task nor by the teacher. So, we need to study them in the process of teaching and learning.

• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.407-422
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• 2013

The purposes of this study are to investigate the change in the teacher efficacy beliefs of elementary pre-service teachers in mathematics during the student teaching, and to suggest the direction of the student teaching program for improving the pre-service teachers' efficacy beliefs in mathematics. For this, 93 elementary pre-service teachers participated. After the 4 weeks of practice, any changes in their teacher efficacy beliefs in mathematics were analyzed and the positive and negative causes of the differences were discussed. Consequently, their teacher efficacy beliefs in mathematics meaningfully decreased. The analysis of the cause of the decrease indicated that the teacher efficacy beliefs in teaching mathematics, rather than in the management of their mathematics class, meaningfully decreased. The meetings with the subjects also revealed that they had more negative experience with class teaching and were not able to gain much positive experience with it after all.

• 월간낙농육우
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• v.36 no.9
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• pp.141-144
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• 2016

"교사였을 때 경험으로 비춰보면 한 교실에 학생이 40명 있을 때와 20명이 있을 때 눈에 들어오는 애들이 달라요. 소도 마찬가지에요. 무조건 마릿수가 많다고 경쟁력이 높은 건 아니 라는 거죠." 경북 김천시 개령면에 있는 서부목장은 요새 활기가 넘친다. 수학교사였던 둘째 아들 강동구 씨가 후계자로 내려와 최신기술을 접목하면서, 산유량은 물론 수익까지 늘었기 때문이다. 출타한 부모님을 머신해 초등학교 5학년 때부터 혼자 직접 착유를 해놓기도 한 기특한 아들이었다는 강동구 씨와 강희수 이찬숙 대표를 만나봤다.