• School Mathematics
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• v.18 no.3
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• pp.691-709
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• 2016

Understanding the belief of mathematics pre-service teachers is essential in conducting and designing the effective teacher education program. This study analyzed the mathematical belief of the elementary school pre-service teachers. The results of the study are as follows. First, persistence factor, which is the belief about solving mathematical problems, following teacher direction factor, which is the belief about mathematical studies, activity involvement factor, and interest factor, which is the belief about self-concept, showed much connection with other mathematical belief factors. Second, the stereotype factor, which is the belief about mathematics, are affecting the following teacher direction factor. The process factor, which is the belief about solving mathematical problems, are affecting the activity involvement factor. Third, as for the comparison of the mathematical beliefs according to grades, only the stereotype and usefulness factors, which are the beliefs about mathematics, and the benefit factor, which is the belief about self-concept, had statistically significant differences. Fourth, as for the comparison of the mathematical beliefs according to majors, all the mathematical beliefs except for the confidence factor and benefit factor, which is the belief about self-concept, had significant differences. Based on the results of this study, we need to establish the mathematical beliefs that the elementary school pre-service teachers should have, and prepare various measures such as education program for pre-service teachers and instruction-learning methods.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.39-65
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• 2013

This study intended to draw some suggests for the development of mathematics teachers' expertise through the comparison research of pre-service and in-service teachers' PCK about questioning in elementary mathematics class. For this purpose, questionnaire survey was conducted to some pre-service and in-service teachers about the PCK concerning the way how questioning during mathematics class. This survey revealed the following implications. First, from the perspective of mathematics classroom, it is still more important the practical knowledge about how to teach which is evolutionally developed passing through the experience and currier of teaching than theoretical knowledge itself. Comparing the teachers' PCK about the two related knowledge types of mathematics contents, in case of procedural knowledge related PCK it was more asked of teachers' expertise than the case of conceptual knowledge related PCK. Thirdly, in case of learners' incorrect answer, for the desirable teaching it should be a questioning focused on whether there being or not the systematic among the learners' incorrect answer, and in case of appreciating the learners' understanding about the presently taught contents the questioning should be constructed considering the relevant contents early learned.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.355-370
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• 2016

This research intends to and understand a prospective teacher, Kim's mathematics lesson in the perspective of Activity Theory. In this study, Kim's mathematics lesson was explored in the aspects of subject, object, tools, division of labor, community, and rule which are main constituent of Activity Theory and Activity System suggested by $Engestr{\ddot{o}}m$. As the result of study, we discussed the phenomena such as the fluctuation between object and tool, the multi-voicedness between object, rule, outcome and student subject, and the dissonance between division of labor, community and rule were appeared in Kim's mathematics lesson as an activity system.

• School Mathematics
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• v.16 no.4
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• pp.763-782
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• 2014

The purpose of this study is to investigate mathematics content knowledge(MCK) of pre-service teachers about the area of a circle. 53 pre-service teachers were asked to perform four tasks based on the central ideas of measurement for the area of a circle. The results of this study are as follows. First, pre-service teachers had some difficulty in describing the meaning of the area of a circle. Quite a few of them didn't recognize the necessity of counting the number of area units. Secondly, pre-service teachers had insufficient content knowledge about the central ideas of measurement for the area of a circle such as partitioning, unit iteration, rearranging, structuring an array and approximation. Lastly, few pre-service teachers understood the concept of actual infinity. Most students regarded the rectangle as the figure having the approximation error instead of the limitation from rearranging the parts of a circle.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.477-490
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• 2011

The concept of pedagogical content knowledge (PCK) has been developed and expanded to identify essential components of mathematical knowledge for teaching (MKT) by Ball and her colleagues (2008). This study proposes an alternative perspective to view MKT focusing on key developmental understandings (KDUs) that carry through an instructional sequence, that are foundational for learning other ideas. In this study we provide constructive components of KDUs in fraction multiplication by focusing on the constructs of 'three-level-of-units structure' and 'recursive partitioning operation'. Expecially, our participating preservice elementary teacher, Jane, demonstrated that recursive partitioning operations with her length model played a significant role as a KDU in fraction multiplication.

• Education of Primary School Mathematics
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• v.26 no.1
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• pp.65-82
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• 2023

The purpose of this study is to examine how pre-service teachers' digital capabilities and content knowledge for teaching pi appear and are strengthened in the process of developing digital-based teaching and learning materials of pi, and to derive implications for pre-service teacher education. To this end, the researchers analyzed the process of two pre-service teachers developing exploratory activity materials for teaching pi using block coding of AlgeoMath program. Through the analysis results, it was confirmed that AlgeoMath' block coding activities provided an experience of expressing and expanding the digital capabilities of pre-service teachers, an opportunity to deepen the content knowledge of pi, and to recognize the problems and limitations of the digital learning environment. It was also suggested that the development of digital materials using block coding needs to be used to strengthen digital capabilities of pre-service teachers, and that the curriculum knowledge needs to be emphasized as knowledge necessary for the development of digital teaching and learning materials in pre-service teacher education.

• Journal of the Korean School Mathematics Society
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• v.20 no.2
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• pp.141-161
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• 2017

As it's important to understand the order of operation in the mixed calculation of natural number and perform it, mathematics curriculums and textbooks focused that students can calculate with understanding the order of operation and its principles. For attaining the implications of teaching about the mixed calculations, this study analyzed the problem solving abilities and error types of 67 elementary students and 57 pre-service teachers using questionnaire which was developed in this study and composed of numeric expressions and word problems. The conclusions drawn from this study were as follows: Students were revealed the correct rates(86.2% and 73.5%) in numeric expressions and word problems, but they were showed the paradigmatic error types-the errors of the order of operation and the composition of numeric expression from word problems. Even though the correct rates of the preservice teachers were extremely high, the result of problem solving processes required that it's needed to be interested in teaching the principles of the order of operation in the mixed calculations. In addition, subjects were revealed the problems about using parentheses and equal sign.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.139-166
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• 2014

The purpose of the study is to enhance the teaching competence for pre-service elementary teacher by using DGE in order to enhance SMK and PCK for them. To do this, we investigated the initial SMK and PCK for 23 pre-service elementary teachers, the reality of implementation activity of DGE and the change of SMK and PCK after quest activity by DGE. As results, 3 pre-service elementary teachers made errors which are misunderstanding a general angle as special angle, an excessive jump of logic and a circulation logic in the aspect of an initial SMK. In the aspect of contents of PCK, most of pre-service elementary teachers proposed teaching focused on the character using in the problem solving. And most of pre-service elementary teachers proposed teaching methods which are based on explanation, measurement and material manipulation. The reality of implementation activity of DGE was classified 4 cases which are a difficulty in understanding the concept of dynamics and embodying in DGE, an obsession about construction of $75^{\circ}$ and generalization, a difficulty in interpreting 'folding activity' mathematically and a good implementation activity. After quest activity by DGE, the case which is misunderstanding a general angle as special angle could be improved, but the others are not. And after quest activity by DGE, most of pre-service elementary teachers still proposed teaching focused on the character using in the problem solving in the aspect of contents of PCK, and some of pre-service elementary teachers added only teaching methods which are involving visual confirmation by GSP. From these results, we could extract some pedagogical implications helping pre-service teachers to reinforce SMK and PCK by DGE.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.167-191
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• 2014

In this study, we investigate the term-sets of 'base' or 'bottom': 'the bottom side of a polygon' and 'the base side (of a geometrical figure)'. And we study the concept of 'the base area' in the solid figures and the formula of 'the bottom dimensions'. We start from the 6th grade math problem: 'Find the bottom dimension of the rectangular.' The primary answer is that it does not use the term('the bottom dimensions') in the elementary mathematics. However, in the middle school mathematics, 'the base area' is used as means of 'the area of one bottom side', which is not explained anywhere from the elementary mathematics to middle school mathematics. In addition, the base is defined and 'the surface area' and 'the side area' is taught in the elementary mathematics, so we naturally think of 'the base area'. Therefore we first investigate the term-sets of 'base' or 'bottom' which has two elements: 'the bottom side of a polygon' and 'the base side (of a geometrical figure)'. Next we discuss 'the base area' through curriculum and textbooks, dictionary definitions and so on. In addition, we survey pre-service teachers and teachers about the solid figures and analyse the understanding of 'the base side' and 'the base area' comparatively. In particular, we compare the changes and the tendency of correct answers from the first question to the last question. As a result, we verify 'the cognitive gap' between the elementary mathematics and the middle school mathematics, we suggest the teaching of 'the base area' and succession subjects to teach figure domain in the elementary mathematics.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.307-315
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• 2022

The purpose of this study was to design a training program for pre-service elementary teachers, incorporating the concepts of extended reality technologies. This program contained the basic skills necessary for them to utilize in their future classrooms. To accomplish this, 12 undergraduate students of various majors enrolled in one of Korea's national universities of education were selected as research subjects. For a total of 6 times over 6 weeks, they participated in a training program learning the basic concepts of virtual, augmented, and mixed reality, as well as creating their own education software to use in simulated classes. To improve the quality of future research efforts, this study found it would be beneficial to: 1) expand the relevant support equipment, 2) provide students with preliminary, background knowledge of text-based programming, 3) introduce short-term, more intensive training, and 4) improve the survey methods for this research.