• School Mathematics
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• v.15 no.2
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• pp.369-387
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• 2013

This research intends to give a practice of mathematics lesson-critique and some perspectives on a mathematics lesson in the elementary school level. We carried out a mathematics lesson-critique on a lesson chosen as a good lesson by a local educational district in Korea. The main themes of mathematics lesson-critique were the reconstruction of lesson models, the pursuit of relational understanding, the activation of mathematical communication, and the didactical transformation by a in-service teacher. Meanwhile we confirmed that we need to discuss the properness and adequateness of contents about division of natural numbers given in the elementary mathematics textbook and teachers' guide according to the revised 2007 mathematics curriculum.

• Journal of Science Education
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• v.38 no.1
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• pp.78-95
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• 2014

Students' interest and motivation of a lesson can be deeply influenced by how their teacher starts his or her lesson. So the introduction part of math classes should be very carefully and thoughtfully designed. The goal of this study is to serve the foundation for developing the practical types of introduction part of math classes and to draw the implications for planning and teaching math classes. For these, 19 lesson plans titled by 'volume of cylinders' composed by elementary teachers and 2 lesson videos on the internet are analyzed. Finally, seven types of introduction parts of math class are probed and several implications are suggested.

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.83-94
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• 2019

Current mathematics curriculum of South Korea suggests that students learn mathematics in school with calculators except that the aim of the math lessons is to achieve calculation skills, but we can't be sure that elementary school students use calculators in math lessons of school. Actually we don't have enough data to identify how many elementary school students use calculators in math lessons. The aims of this study are to compare the ratio of elementary school students using calculators in math lessons of school between 20 countries and to analyse the relation between using calculators in math lessons and the achievements of math through $4^{th}$ grade mathematics test of TIMSS 2015. The results of this study are two. One is that generally $4^{th}$ grade students did not use calculators in math lessons. The other result is that generally there is no relation between using calculators in math lessons and the achievements of the math test through $4^{th}$ grade mathematics test of TIMSS 2015. Only in Hong Kong SAR, students without using calculators have higher achievements than students using calculators. In England and USA, students using calculators have higher achievements than students without using calculators. Finally, researcher in this study suggests some implications on using calculator in elementary schools.

• School Mathematics
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• v.11 no.4
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• pp.583-605
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• 2009

This research aims to examine the characteristics and main subjects of the mathematics class-criticism by elementary' teachers. In this aim, we analyzed the mathematics class-criticism by the 11 elementary teachers. As the results of this research, the elementary teachers criticized the mathematics class while understanding and describing the class as it is. And mathematics class-criticism by elementary teachers showed contextual and situational characteristics. Furthermore, the main subjects of mathematics class-criticism by elementary teachers were identified as mathematical communication, teacher's question to foster the students' mathematical thinking, appropriateness of task, motivation for students, concrete operational activity, appropriateness on teacher's mathematical behavior and teacher's use of mathematical term, experience of inductive reasoning. While, we identified the significance of mathematics class-criticism for elementary teachers. The elementary teachers pointed out the necessity and importance of the mathematics class-criticism on the mathematics class in usual context.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.2
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• pp.371-394
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• 2013

The purpose of this study is to understand the public education system in Korea, that features many pre-taught students, and to figure out how elementary school teachers teach them. To accomplish this study, 204 elementary school teachers in Seoul participated in a survey and the frequency and percentage were made. In addition, to add more depth to this study 5 elementary school teachers had several interviews. We obtained the following results. First, elementary school teachers generally think that the situation with many pre-taught students have had a bad effect on public education and pre-taught students are drilled but cannot understand what they have learnt. They also answered that they have low morale when teaching pre-taught students. Second, a large number of elementary school teachers think the situation with many of the pre-taught students does not help the public math education system, which influences the teachers' teaching style. Teachers who answered negative on pre-taught students are running their math classes focusing on understanding math concepts and activities. On the other hand, few teachers who answered positive on pre-taught students did not care about the situation with many pre-taught students.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.257-275
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• 2023

In this study, we designed and implemented a instruction emphasizing mathematical argument for fifth-grade students and analyzed the teaching practices. Through a literature review related to instruction emphasizing mathematical argument, we organized a teaching model of five phases that explain why the general claim that the sum of consecutive odd numbers equals a square number is true: 1) noticing patterns, 2) articulating conjectures, 3) representing through visual model, 4) arguing based on representation, 5) comparing and contrasting. Then, we analyzed the argumentation stream by phases to observe how the instruction emphasizing mathematical argument is implemented in the elementary classroom. Based on the results of this study, we discuss the implications of teaching a mathematical argument in elementary school.

• School Mathematics
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• v.10 no.2
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• pp.279-296
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• 2008

This research aims to compare and identify the prospective elementary teachers' perspectives on mathematics class. In this aim, we analyzed the comments on the mathematics class by the prospective elementary teachers (senior students and junior students) who are differ in the time of study in the University of Education. As the results of this research, the senior students commented the mathematics class by applying the theories in mathematics education, but the junior students did not. Furthermore, the senior students had the more rigid perspectives on mathematics class and commented in more depth on mathematics class in comparison with the junior students. While, the senior students showed a weak point that they overextended and over-applied the some mathematics education theories in the comments on mathematics class.

• 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.

• Education of Primary School Mathematics
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• v.26 no.3
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• pp.163-180
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• 2023

This study aimed to investigate the factors influencing the intentions of elementary school teachers to use artificial intelligence (AI) in mathematics lessons and to identify the essential prerequisites for the effective implementation of AI in mathematics education. To achieve this purpose, we examined the structural relationship between elementary school teachers' TPACK(Technological Pedagogical Content Knowledge) and the TAM(Technology Acceptance Model) using structural equation model. The findings of the study indicated that elementary school teachers' TPACK regarding the use of AI in mathematics instruction had a direct and significant impact on their perceived ease of use and perceived usefulness of AI. In other words, when teachers possessed a higher level of TPACK competency in utilizing AI in mathematics classes, they found it easier to incorporate AI technology and recognized it as a valuable tool to enhance students' mathematics learning experience. In addition, perceived ease of use and perceived usefulness directly influenced the attitudes of elementary school teachers towards the integration of AI in mathematics education. When teachers perceived AI as easy to use in their mathematics lessons, they were more likely to recognize its usefulness and develop a positive attitude towards its application in the classroom. Perceived ease of use, perceived usefulness, and attitude towards AI integration in mathematics classes had a direct impact on the intentions of elementary school teachers to use AI in their mathematics instruction. As teachers perceived AI as easy to use, valuable, and developed a positive attitude towards its incorporation, their intention to utilize AI in mathematics education increased. In conclusion, this study shed light on the factors influencing elementary school teachers' intentions to use AI in mathematics classes. It revealed that teachers' TPACK plays a crucial role in facilitating the integration of AI in mathematics education. Additionally, the study emphasized the significance of enhancing teachers' awareness of the advantages and convenience of using AI in mathematics instruction to foster positive attitudes and intentions towards its implementation. By understanding these factors, educational stakeholders can develop strategies to effectively promote the utilization of AI in mathematics education, ultimately enhancing students' learning outcomes.

• Journal of the Korean School Mathematics Society
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• v.9 no.4
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• pp.575-595
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• 2006

In this paper, we investigated the effects of mathematics classes using play-action programs in the course of mathematics education of future elementary school teachers. This study was conducted with 43 junior university students who selected 'Play Mathematics' in 2006. All the participants in this course was divided 11 groups. Play-action mathematics programs was consisted of 12 themes. For example, there was tangram, somacube, hexamino, tessellation, geoboard etc. In the beginning of lessons, we investigated theses themes itself through plays, puzzles, games, and computer programs. And next time, we investigated the relationships between these themes and elementary mathematic textbooks(i.e. mathematical contents). In 14th and 15th lessons, all the groups took a project presentation lessons that included all things about play mathematics in all group categories. And they developed two themes of play mathematics in accordance with grades, contents, levels as course tasks. Through this study, three educational effects induced. First, future elementary school teachers have a deep understanding about play-action mathematics. They are interested in these play themes, and take part in these play mathematics programs of their own accord. And they realize that these play themes are related to elementary mathematics. Second, future elementary school teachers' attitude and mind about mathematical are improved after this course. Third, future elementary school teachers comprehend various instruction methods relating to play mathematics. Therefore, we suggest that future elementary school teachers need to have many opportunity to experience and develop a mathematics classes using play mathematics.