• Journal for History of Mathematics
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• v.25 no.3
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• pp.77-95
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• 2012

The purpose of this study is to draw implication for the teacher education program in association with creativity through analysing teaching behavior for fostering creativity of the mathematics teachers at the primary and secondary schools. In order to do so, a survey was performed by sampling primary, middle, and high school teachers. According to the results, there is significant difference in teachers' behavior for fostering creativity in the perspective of school classification (primary and secondary school), but not gender, region, and career of teachers. In other words, there is significant difference in teaching behaviors for fostering creativity between primary and secondary school teachers, herein the score of teaching behavior of former is higher than latter. Furthermore, the result of teachers' recognition survey on the possibility of fostering students' creativity via education shows that the teachers of primary schools are more relatively positive than those of secondary schools on the matter.

• Journal of Internet Computing and Services
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• v.24 no.6
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• pp.57-64
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• 2023

This study analyzed the perceptions of elementary and secondary school teachers regarding the importance of SW/AI education in fostering students' fundamental knowledge and the necessity of integrating SW/AI into education. A total of 830 elementary and secondary school teachers were selected as study subjects using the judgment sampling method. The analysis of survey data revealed that elementary and secondary teachers exhibited a strong awareness of the importance and necessity of SW/AI education, irrespective of school characteristics, region, educational experience, or prior involvement in SW and AI education. Nevertheless, the primary reasons for not implementing SW/AI education were identified as excessive workload and a lack of pedagogical expertise. An analysis of opinions on the essential conditions for implementing SW/AI education revealed that workload reduction, budget support, teacher training to enhance teacher competency, content distribution, expansion of subject-linked courses, and dedicated instructional time allocation were the major influencing factors. These findings indicate a significant demand for comprehensive instructional support and teacher capacity-building programs.

• Journal of Engineering Education Research
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• v.20 no.6
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• pp.68-75
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• 2017

This study has a purpose to analyse changes in perception and image about engineering and technology of students who participated in the engineering camp. To achieve this objective, the questions were as follows. 1) What about participants' image difference for engineering before and after participating the engineering camp 2) What about participants' image difference for technology before and after participating the engineering camp. For this study, the program was progressed from Aug in 2017 and the data was collected from 88 students, middle school seniors and high school freshmen. The results of this study were as follows: First, secondary students perceived 'valuable(6.74)', 'meaningful(6.73)', 'rich(6.40)', 'collaborative(6.42)', 'nice(6.22)' as high image rank of the positive response for engineering. On the other hand, 'complex(3.59)', 'labored(3.80)', 'hard(4.66)', 'dangerous(4.48)', 'cold(4.86)' were perceived as low image rank of the negative response for engineering. We can realize that they generally has the image that engineering is valuable, meaningful and nice but also labored, complex and hard. The students who participated in the engineering camp showed the greatest difference in 'complex - simple' and 'dangerous - safe' engineering categories before and after the camp, followed by 'cold - hot', 'labored - easy', and 'hard - soft', respectively. Second, secondary students perceived 'meaningful(6.58)', 'valuable(6.55)', 'wide(6.38)', 'nice(6.37)', 'strong(6.25)' as high image rank of the positive response for technology. On the other hand, 'complex(3.85)', 'labored(3.93)', 'hard(4.62)', 'dangerous(4.72)', 'cold(5.05)' were perceived as low image rank of the negative response for technology. The students who participated in the engineering camp had the big change in 'hard - soft' technology category before and after the camp, followed by 'complex - simple', 'labored - easy', 'theoretical - practical' and 'dangerous - safe', respectively. We can see that the negative images for technology which were complex, labored, dangerous, theoretical was improved with positive image such as simple, easy, safe and practical, after conducting the engineering camp. In conclusion, both image recognitions for engineering and technology have improved after the camp. It means that interesting and entertaining engineering-technology program can boost interests in engineering and technology which felt difficult, so that images about them can be turned out positive. Also, it is possible to reduce avoidance of natural science and engineering subjects, as part of the purpose of training creative talents in science and engineering, so it can be said that the engineering camp is highly meaningful because it can lead students into the field of science and engineering.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.531-538
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• 2005

The primary purpose of the study was to investigate the degree of difficulty and the causes of the difficulties in science instruction reported by elementary teachers and students. The secondary purpose was to suggest the effective methods to both of them to improve the efficiency of science instruction. For this study, the survey was carried out on 322 students and 156 teachers in the 3rd, 4th, and 5th grades. The questionnaires consisted of interest, difficulty and its factors. The results of this investigation are summarized as follows; 1. Teachers had relatively higher interest than students in science instruction content(textbook). Furthermore, the units that teachers showed interest differed from those that students had. This means that there is a significant difference of interest in instruction process between teachers and students. 2. Teachers felt much higher difficulty than students in the content of science instruction. This shows that the degree of interest might have little relation with that of difficulty, and that teaching of science seemed more difficult than teaming. Moreover, there was a difference of difficulty in the units between the teachers and students. The result shows a distinctive difference of difficulty in 8 units of the 3rd grade, 9 units n the 4th grade, and 12 units in the 5th grade (p<.05, p<.001, p<.005, respectively). It means that the difficulty depended on the units. 3. Students responded that they are responsible for difficulty factors of teaming, otherwise teachers thought that students are responsible for it, when the factors were divided into student factor, teacher factor, and curriculum factor. 4. Students demanded many experiments in the lab as well as easy and interesting instructions in order to reduce the degree of difficulty and to improve the condition of science instructions. However, teachers demanded the expansion of experimental equipments and materials as well as the improvement of the lab condition.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.59-77
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• 2018

This study aims to investigate reflections of secondary pre-service mathematics teachers and their changes through practicing as assistant teacher in mathematics classrooms. For the purpose of this study, research questions are addressed on the reflections and their changes. During the 2015 Spring semester, secondary pre-service mathematics teachers took a course related to working as assistant teachers in regular mathematics lessons in a middle school. This study selected cases of two pre-service teachers. The data such as reports on their practices and final meeting report with teachers were collected during the semester. The results showed that the secondary pre-service mathematics teachers reflected teachers, students, mathematics contents, and themselves in their reports. In addition, each participant showed different contents of reflections. This difference implied that secondary pre-service mathematics teachers could have different reflections according to the types of lessons that they participated in.

• The Mathematical Education
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• v.43 no.2
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• pp.139-149
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• 2004

This study was initiated by the idea to help students to be more ideally educated following the 7th curriculum that seeks the proactive students along with creativity for the 21st century. Mind-map was the main tool throughout the study and this was performed to find answers for the following questions : 1) to examine how students' drawing a mind-map affects their mathematical tendency or emotional aspects (motivation for study, interest, etc); 2) to investigate the types and characteristics of mind-maps that students draw; 3) to analyze advantages and obstacles that they experience during the process of drawing a mind-map and provide some suggestions for overcoming them. The research shows that students were highly motivated by the drawing a mind-map. There are types of mind-maps: tree shape and radial shape, and each shape has its own advantages. But the more important factor for being a good mind-map is where and how each concept is located and connected. Although it is true that drawing a mind-map helped students to see the bigger structure of what they learned, but there are several hardships taken care of. The study suggests to extend the experiment to various levels of students and diverse contents.

• School Mathematics
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• v.10 no.2
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• pp.297-317
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• 2008

This study was designed to gain insight to adopt CAS into secondary level algebra education in Korea. Most inactive usage of calculators in math and most negative effects of calculators on their achievements of Korean students were shown in International studies such as TIMSS-R. A comparative study was carried out with consideration of mathematical backgrounds and technological environments. 8 Korean students and 26 US students in Grade 11 were participated in this study. Subjects' Problem solving process and their strategies of CAS usage in classical Box-problem with CAS were analyzed. CAS helped modeling by providing symbolic manipulation commands and graphs with students' mathematical knowledge. Results indicates that CAS requires shifts focus in algebraic contents: recognition of decimal & algebraic presentations of numbers; linking various presentations, etc. The extent of instrumentation effects on the selection of problem solving strategies among Korea and US students. Instrumentation

• Journal of Educational Research in Mathematics
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• v.22 no.2
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• pp.229-259
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• 2012

The purpose of the present study is to develop instrument of mathematical belief of middle school and high school students and to analysis results of test using the instrument. Based on the results of literature review, mathematical belief is the cumulative effects of self-assessment and self-concept in mathematical learning and achievement experience. Four sub-components of mathematical belief is identified belief of school mathematics, belief of mathematical problem solving, mathematical self-concept, belief of mathematical teaching and learning. The instrument was developed to investigate mathematical belief by reflecting Korean middle school and high school students' psychological characters. To develop the appropriate items for the mathematical belief, after reviewing literature thoroughly, first version of the instrument was developed and exploratory factor analysis and confirmatory factor analysis were conducted. Then, to reduce the effect of the gender difference and achievement level difference, Correlation Analysis and 1-way ANOVA was performed. Also, using multiple group confirmatory factor analysis, this instrument was investigated to see whether this can be used for both middle school and high school. The final items for middle school students is consisted 7 items of belief of school mathematics, 9 items of belief of mathematical problem solving, 11 items of mathematical self-concept, 10 items of belief of mathematical teaching and learning. Instrument of mathematical belief for high school students is consisted 9 items of belief of school mathematics, 9 items of belief of mathematical problem solving, 11 items of mathematical self-concept, 11 items of belief of mathematical teaching and learning. This study examined the differences about mathematical belief's sub-factors shown by three groups of mathematics achievement level. Students of higher achievement level showed that the degree of most factors ware the highest excepting stereotype of belief of school mathematics. Also, Male students preferred more positive in mathematics belief than female students.

• Education of Primary School Mathematics
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• v.15 no.3
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• pp.201-218
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• 2012

In this study, the following topics were investigated targeting elementary school students: Schema formed through precise notion of cognitive and the connection of the concepts when studying common divisor, common multiple, and the lowest common multiple, configuration ability and problem solving of the students when learning using a modified schema, how the schema of the student to advance to a higher level, and how the deformation of the schema is carried out student's configuration of concept and problem solving ability. As a result, it was found out that cognition about precise concept, schema and the modified schema are important factors when a primary concept was developed into a secondary concept, and play important roles when the connection and the formation of the modified schema created by cognition about the precise primary concept rather than by the formation of the secondary concept (formation of the secondary schema) created by the connection between the primary concept.

• The Mathematical Education
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• v.52 no.2
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• pp.163-174
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• 2013

This study conducted a survey to examine the knowledge formation and utilization of computer among beginning teachers of secondary school mathematics. We found that beginning teachers who had more experiences of taking computer utilization classes at teacher education institutes showed more interest in computer and saw the necessity and effectiveness of computer usage for teaching students. Teachers chose GSP the most among computer utilization knowledge learned in pre-service teachers program, and GSP is used the most in mathematics classes. However, they answered that computer is not so much available in class due to lack of hours and the relevant resources. Lastly, beginning teachers answered that the computer knowledge learned in in-service teacher program was more useful than that in pre-service. Thus, the professional development in utilizing computer should be improved through diversifying teacher training contents for beginning teachers as well as for pre-service teachers in teacher education institutes.