• School Mathematics
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• v.14 no.1
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• pp.65-83
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• 2012

The purpose of this study is to investigate development direction of a mathematics subject classroom. This study started with an analysis of previously conducted studies to investigate. After that, I selected and visited eight schools thatapplied the Mathematics subject classroom for interviews. Observations and interviews with math teachers were executed to figure out circumstances and operational status of the mathematics subject classroom. As the result of this research, the Mathematics subject classroom required various improvements in the facilities and the curriculum systems. Throughout this study, Isuggestedfive principles for teaching and learning. These principles are Creativity, Communication, Cooperation, Mathematical thinking and Problem solving. Furthermore, two subject classroom models for teaching and learning of mathematics - the cooperative learning room and the media room - were designed. These room required different resources and served distinct function.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.673-698
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• 2012

In this study, we suggest the standards for future mathematics classroom from environment, teachers, and students aspects. Future mathematics classroom should have the three environmental standards that perform responsible roles and appropriate functions of physical resources and classroom space. In the teacher standards' domain, we presented as a total of eight kinds. Concretely, we proposed the four standards for improvement of mathematical teacher's instructional expertise and the four standards for improvement of abilities of learners. The students standards consist of 4 domain a such as 3 standards of mathematical investigation and problem solving, 3 standards of cooperation and communication, 1 standard of utilization and operation of mathematical technologies and learning support systems, 2 standard of digital ethics and citizenship. Also, we developed the mathematical convergence instruction model and reported the results of its application after the lessons conducted in the classroom equipped with advanced environmental and technologies. We presented the convergence instruction model and scenarios focused on thoughts and actions of teachers and students in the future mathematics classroom.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.8
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• pp.3436-3443
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• 2012

The purpose of this study was to examine the impact of a sense of classroom community and social presence on learning satisfaction in a cyber learning setting. The subjects in this study were 172 sixth graders in M elementary school in the city of D, who studied in a cyber setting at home. A survey was conducted to gather data, and multiple regression analysis were carried out to determine the influence of a sense of classroom community and social presence on learning satisfaction. As a result, it is found that a sense of classroom community and social presence had a significant correlation to learning satisfaction. A sense of classroom community turned out to affect learning satisfaction. A sense of classroom community are a major variable that should seriously be taken into account in an elementary cyber learning setting in order to boost the learning satisfaction of learners. In the future, the kinds of instructional design that could foster a sense of classroom community is required when cyber learning environments are prepared.

• Journal of The Korean Association of Information Education
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• v.2 no.1
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• pp.1-9
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• 1998

Teachers are overwhelmed not only by teaching but also by school and classroom managerial works. Many of those managerial works are repeated through a year. One way to reduce teachers' work significantly is making a software to replace those repeated managerial works. The purpose of this study is developing the software for the Classroom management, It will lessen down teacher's burden of classroom related managerial works and will allow teachers to concentrate on teaching. We expect that the software decreases the problem caused by time when teacher try to manage open education, and make the open education successful.

• Research in Mathematical Education
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• v.17 no.3
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• pp.181-198
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• 2013

Teaching and learning mathematics in a classroom setting is based on the interactions between the teacher and her students. Using classroom observations and interviews of students and the teacher, this research examines a first-year teacher and her students' interactions in the mathematics classroom. In this mathematics classroom, teacher and students interaction had inconsistency between mathematical topics and non-mathematical topics. For non-mathematical topics, their interactions were very active but for mathematical topics their interactions were very limited. This paper ends with raising questions for future research and calling for the opportunities for first-year teachers to reflect on their interactions with their students, in particular about mathematical topics.

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.29-39
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• 2007

This paper is to give a brief introduction to a new discipline called 'conceptual metaphor' and 'mathematical metaphor(Lakoff & Nunez, 2000) from the viewpoint of mathematics education and to analyze the metaphors at 4th graders' mathematics classroom as a case of conceptual metaphors. First, contemporary conception on metaphors is reviewed. Second, it is discussed on the effects and defaults of metaphors in teaching and learning mathematics. Finally, as a case study of mathematical metaphors, conceptual metaphors on the concepts of triangles at 4th graders' mathematics classrooms are analyzed. Students may reason metaphorically to understand mathematical concepts. Conceptual metaphor makes mathematics enormously rich, but it also brings confusion and paradox. Digging out the metaphors may lighten both our spontaneous everyday conceptions and scientific theorizing(Sfard, 1998). Studies of metaphors give us the power of understanding the culture of mathematics classroom and also generate it.

• Journal of the Korean Institute of Educational Facilities
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• v.4 no.2
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• pp.13-20
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• 1997

The total evaluation of educational environment is needed with the rapid growth of the number of students. Especially it is very important to evaluate the physical environment of the classroom in elementary schools where the students spend their whole school life. This study aims to evaluate the daylighting and sound insulation performance of the classroom in elementary school, considering factors such as ceiling height and Wi/Wa (Window/Wall) ratio and then to plan the classroom. Analytic results of the daylighting and sound insulation performance show that the optimum Wi/Wa ratio is $35{\sim}45%$. Reduction of the ceiling height from 3.3m has little influence on the distribution of the indoor daylight factor and sound insulation performance

• Korean Institute of Interior Design Journal
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• no.29
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• pp.145-152
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• 2001

Open education, which has been introduced spontaneous1y to many countries, has been giving some strong influence to the primary education in Korea and has been widely used in Korea itself. This report deals with the ineffectiveness of the learning space which has been divided into common classroom and particular classroom. The division of the learning space sets the problem of defining which is the particular of common subject, and the problem of a child to move around for different subject. For the architectural design of school, it is essential for learning space to be suitable for the characteristics of each subjects. The space needed for individual subjects requires tole learning space that is different to the space needed for basic academic subjects. The introduction of different corners in the classroom can be the solution. Individual corners can be divided into the necessary coner, the standard corner, the elective corner and the corner fur facilities.

• Journal of the Korean Institute of Educational Facilities
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• v.15 no.6
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• pp.30-38
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• 2008

The aim of this study is to investigate present situation about occurrence of surplus classrooms by the merger and abolition of rural elementary schools, and to deduce basic architectural data for efficient utilization. It was examined based on the analysis of using pattern and interview of teachers of modernized elementary model schools. The occurrence ratio of surplus classrooms was about 30 to 60 percentages among seven investigated schools, the ratio was gradually increasing. Most of them were nearly leaving without certain practical use because of inaccessibility and low degree of diversion. The characteristic about diversion of surplus classroom was shown to change from special or learning room to living-related room and management-related room in order, finally, it was used a room for child care with a lapse of time. Long-tenn and continuous data accumulation for diversion and utilization of surplus classroom should be required.

• Research in Mathematical Education
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• v.14 no.4
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• pp.333-345
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• 2010

This study focuses on student engagement in Chinese middle school mathematics classrooms. By the recording and quantitative analysis on video case, this study explored the main acts and time of student engagement. The data showed that among the student engagements: (1) Students' responses to teacher's question occurred most frequently; (2) Collective responses were much more than the individual responses; (3) Students' responses and classroom practice spent the longest time; (4) The most frequent student engagements occurred in the aspects of classroom practice; and (5) Students rarely asked a question to teachers. The study also suggested that teacher's effective guidance could improve the level of student engagement and the content of classroom practice is very important to the quality of student engagement.