• Journal of the Korean School Mathematics Society
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• v.10 no.1
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• pp.129-148
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• 2007

Recent reform movement in mathematics education has focused not only on the curriculum development but also on teachers' learning or professional development. Whereas various theoretical paradigms call for different programs of professional development for teachers, one of the common emphases is on the pedagogical content knowledge [PCK] which encompasses contents and methods to teach. Against this background, this study developed comprehensive instructional materials for the purpose of fostering PCK in mathematics for elementary school teachers with 17 essential learning themes such as fraction, plane geometry, and area. Each loaming theme was first summarized on the basis of literature reviews and surveys in terms of knowledge in mathematics contents, knowledge in teaching methods, and knowledge in students' mathematical understanding and learning. Each theme was then analyzed in detail on how it was represented in the national curriculum and its concomitant textbooks along with workbooks. Finally, this report included a reconstruction of one unit in textbooks per each learning theme, followed by teaching notes and suggestions from classroom implementation. This was intended for teachers to apply what they might loam from this material to their actual mathematics instruction. Given the page limit, this paper dealt only with the learning theme of ratio.

• Education of Primary School Mathematics
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• v.14 no.2
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• pp.147-164
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• 2011

The national mathematics curriculum revised in 2007 emphasized students' mathematical communication and the curriculum is currently applied to all grades. In order to promote students' mathematical communication, the teacher needs to understand full implications and apply them to instruction. This study examined how teachers employed mathematical communication in their instruction and how they perceived it. The results showed that teachers had lack of understanding of student-centered instruction and mathematical communication. They also did not use various representation activities and discussion-based activities as expected. The number of students per classroom was reported by teachers as a main barrier to promote mathematical communication, but it did not make substantial differences in practice. Building on the results, this paper included implications for improving teachers' conception of mathematical communication.

• Journal of the Korean School Mathematics Society
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• v.20 no.1
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• pp.43-56
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• 2017

In this thesis, the extension of the pyramid is contemplated through the pyramids presented in textbook $\ll$Math 6-1${\gg}$ published according to the 2009 revised curriculum. In textbook $\ll$Math 6-1${\gg}$, the pyramid is defined by presenting rough sketches of typical pyramids in an extensional definition method. This contrasts with the method of defining the pyramid by using such an extensional definition and a connotative definition method that reveals common properties of all pyramids. In textbook $\ll$Math 6-1${\gg}$, right pyramids whose base can not be regarded as regular polygons, and oblique pyramids are hardly presented. Nonetheless, $\ll$Math 6-1 Teacher's Guide Book${\gg}$ says that we have no choice but to handle oblique pyramids. In this thesis, based on these results, the following implications are presented as conclusions. First, there should be enough discussion on the extension of the pyramid in elementary school mathematics, and agreement to the results. In particular, such discussions are highly necessary in revising the curriculum. Second, in the process of realizing the intention of the curriculum in the textbook through the teacher's guidebook, the extension of the pyramid must be consistent. Third, there should be some consensus about the knowledge that elementary teachers should know about the pyramid.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.801-828
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• 2011

In this study, we analyzed the characteristics of Pedagogical Content knowledge(PCK)'s components through actual course of teachers of science gifted students in the middle school. For this study, four middle school science teachers of gifted students belonging to the gifted education professional organizations in a metropolis were selected, each of them was physics, chemistry, biology, and earth science teacher. Two of them were full-time teachers to teach only gifted students and two were part-time teachers who had taught general students in ordinary time and specially had taught the gifted students once a week. Qualitative data were collected through classroom observations, interviews, and documents. As a result, some unique characteristics of PCK's components were identified. The teachers' orientations to teaching science were closely correlated with PCK's components. The teachers' knowledges of science curriculum were different individually. But the decisions about type of teaching(acceleration or enrichment) were connected with the objectives of gifted education and lesson objectives. Also, the teachers' knowledges of science curriculum were influenced by the knowledge of students' understanding. Teachers used different instructional strategies according to the knowledge of science curriculum and the knowledge of students' understanding. We found that PCK's components were so closely connected and could show the direction of relationships among those PCK's components. We suggested teachers' PCK model which was named "Tetrahedron Model of PCK", to explain the characteristics and relationships of PCK's components.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.19-36
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• 2011

The purpose of this paper was to explore the teaching materials in the Korean and Japanese high school Home Economics textbooks from the perspective of green life education. Although sustainable living at home has been emphasized as one of the main issues of Home Economics since the first curriculum period, green growth education has reinforced in the 2009 revised curriculum. The content analyses had been done to explore the teaching materials of five areas in the 6 Korean and 4 Japanese high school Home Economics textbooks through two checking steps. The material form of table-figure-pictures was the most frequently shown in both Korean and Japanese textbooks. Green life-teaching materials were more likely in the area of household management/consumer activity than in any other ones. All textbooks of both countries have included the green life-teaching materials according to the elements of contents mentioned in the curricula. The quantity and contents of the materials were some what differ by textbooks, so home economics teacher need to cross check the all textbooks to select useful information although the textbooks have included various types of green materials over the 5 areas. Home Economics curriculum need to actively and concretely include the green growth educational elements suggested by the previous study.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.39-57
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• 2015

The purpose of this study was to identify the influence of private kindergarten teachers' teacher efficacy and communication competence on their job stress. The subjects in this study were 161 private kindergarten teachers working in kindergartens in Gyeong-gi province. For the research analysis, frequency, Cronbach's ${\alpha}$ coefficient, and Pearson's correlation were calculated and regression analysis were conducted. The results are as follows. Firstly, it was revealed that personal teacher efficacy does have statistically meaningful negative influences on job stress as a whole as well as the sub-factors of job stress, but general teacher efficacy has meaningful negative influences only on the personal-related stress of the sub-factors. Secondly, communication competence has statistically meaningful negative influences on job stress as a whole as well as the sub-factors of job stress. Through this study, it is possible to provide a basic guideline to configure the subject content that enhance teacher efficacy and make them give full play to communication competence and develop a positive attitude for coping with job stress in a curriculum for private kindergarten teachers.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.323-339
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• 2011

The expansion of exponential law as the law of calculation of integer numbers can be a good material for the students to experience an extended configuration which is based on an algebraic principle of the performance of equivalent forms. While current textbooks described that exponential law can be expanded from natural number to integer, rational number and real number, most teachers force students to accept intuitively that the exponential law is valid although exponent is expanded into real number. However most teachers overlook explaining the value of exponent of rational number or exponent of irrational number so most students have a lot of questions whether this value is a rational number or a irrational number. Related to students' questions, most teacher said that it is out of the current curriculum and students will learn it after going to college instead of detailed answers. In this paper, we will present several examples and the values about irrational exponents of a positive rational and irrational exponents of a positive irrational number, and study the recognition and fallacy of would-be teachers about the cases of irrational exponents of a positive rational and irrational exponents of a positive irrational number at the expansion of exponential law.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.885-893
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• 2015

In this study, we compared the use of information and communications technology (ICT) by middle school teachers in Korea and other countries utilizing the teacher survey data of the IEA International Computer and Information Literacy Study (ICILS) 2013. The ICILS target population consisted of all students in the eighth grade. We compared Korea with Australia, the Czech Republic, Norway, and Poland, which are nations showing the highest achievements in computer and information literacy. We selected nine questions from the teacher questionnaire and divided them into the categories of computer use, use of ICT for teaching and learning, and the ICT support environment in school. In comparison to their counterparts in other countries, Korean middle school science teachers used computers frequently and also had high ICT self-efficacy. They were confident in their ability to use computers for general tasks, but not in their ability to use computers for teaching and learning. The Korean teachers also had a high percentage of utilization of presentation and graphics software. Also, the proportion of activities concerning the information provided and teacher-led tasks was high, but the proportion of activities for student collaboration or peer interaction was low. In Korea, middle school science teachers had more negative than positive views of using ICT in teaching and learning. The teachers thought that computer-related resource support and digital learning materials were insufficient and that the computer model was outdated in schools. Therefore, we propose to build an ICT infrastructure and to develop and disseminate ICT teaching and learning methods for student activities.

• Journal of vocational education research
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• v.30 no.4
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• pp.281-300
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• 2011

This study tried to look into what are happening in the 'class for the talented in invention' using COS-R developed by VanTassel-Baska. Teaching and learning activities within the classroom were observed and analyzed in terms of teacher's observation and teacher's observation, respectively. Based on results of this study, conclusions are as follows. First, it was founded that there are some commonalities between teacher observations and student observations. Based on teacher observations, differentiated teaching activities considering individual characteristics are rarely observed, and for students, it was true. Therefore, supplying a special training program for teachers are needed in order to make teachers and students engage in changing their teaching and learning behaviors. Second, on the side of teachers, they usually emphasize the importance of curriculum planning and implementation, problem solving, creative thinking et al. However, they barely stress the characteristics of research methods, critical thinking, and considering individual characteristics and the level of intellectual ability. Third, on the side of students, they frequently respond to solving problems and critical thinking at the same degree. On the other hand, systemic efforts of considering individual differences and adapting to them have been less regarded in both teaching and learning. In sum, for the successful 'Invention gifted classroom', establishing an educational environment to consider individually guided instruction and taking a balance among various factors embedded in teaching and learning situation should be required.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.199-216
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• 2016

The purpose of this study is to figure out how much gifted science education teachers in charge of the class realize the necessity of individualized curriculum and program for scientifically gifted, to find out the problems of the gifted science educational institutions from exploring them in depth in the light of the reality in the gifted science educational institutions, and to draw implications about the applicable direction of more aggressive individualized curriculum and program for scientifically gifted. I chose 15 people with the incumbent teachers who have ever taught scientifically gifted and have a degree in the gifted education or science subject education as study participants and had a depth interview with them. According to result of the study, 14 of 15 study participants recognized the necessity of individualized education in science should understand the personal requirements according to the tendency of the gifted students and should be a study led by students themselves. Of the problems in gifted science education, teachers regarded the reduction in the financial support as the biggest problem and the vocation and professionalism of teachers were referred as a very important factor. With constraints of time and space, there were plenty of opinions that can't ignore the influence of educational environment associated with the university entrance examination. There were many opinions that there is excessive expansion of the agencies and the target for gifted students, no standardized measurement tools and programs and the lack of the system for the coherent observation as a teacher. Also, the unified curriculum of gifted science education institutions were pointed out as the problem and the individualized programs which were already under way have a lot of weakness and being offered marginally. Thus, from now on, to apply for individualized education of gifted science, teachers demanded optimized education conditions and consistent policy support, and expressed the opinion that there needs of a possible continuous observation system. Besides, the curriculum and programs matched the needs of the students should be taken priority the most, and there were another answers that fellow learning within the cooperative learning can be an alternative of the individualized. Along with that, there were lots of opinions that the treatment to overcome an inferiority complex according to the individualized should be followed.