• Title/Summary/Keyword: Teaching and learning mathematics

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The Effects of Kindergarten Teachers' Efficacy Belief on Mathematics Education Practices (유아 교사의 수학교수 효능감에 따른 수학수업실제에 관한 연구)

  • Chung, Chung Hee
    • Korean Journal of Child Studies
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    • v.22 no.4
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    • pp.225-241
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    • 2001
  • This study examines the effect that mathematics teaching efficacy has on teacher's mathematics education practices. Data was obtained from 220 kindergarten teachers who responded to the questionnaire, the mathematics teaching efficacy belief instrument (developed by Enochs). Among these 220 teachers, upper and lower 5 % of the teachers on mathematics teaching efficacy belief were chosen to identify the influence of mathematics teaching efficacy on mathematics activity style, teaching strategy, and teacher-child interaction. The results indicated that teacher's interest in math, previous participation in mathematics teaching method course mainly influenced mathematics teaching self-efficacy. Teachers with high mathematics teaching efficacy belief preferred providing mathematical learning activity than providing other learning areas. They employed effective mathematics teaching strategy such as high and medium cognitive distancing strategy and established positive teacher-child relationship. Implications for teacher education and professional development activities were discussed.

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A Study on Teaching-Learning programs of Mathematics Education and Mathematics History Related Courses for Training of Mathematics Teacher of Secondary Schools (중등 교사 양성을 위한 수학교육학 및 수학사 강좌에 대한 연구)

  • 한인기
    • The Mathematical Education
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    • v.42 no.4
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    • pp.465-480
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    • 2003
  • The main purpose of this work is to propose programs of mathematics education and mathematics history courses for the department of mathematics education of teacher training universities. Foundation of Mathematics Education, Mathematics Teaching and Learning Theories, Mathematics Problem Solving, Analysis and Evaluation of Mathematics Teaching Materials and Mathematics History are discussed in this article.

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Analysis on the Possibility of the Extreme Didactical Phenomena and the Mode of Using Computer for the Mathematics Teaching (컴퓨터 환경에서 극단적인 교수 현상의 가능성과 수학 교수.학습 양식에 관한 고찰)

  • 이종영
    • Journal of Educational Research in Mathematics
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    • v.11 no.1
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    • pp.51-66
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    • 2001
  • In this paper, we tried to examine the didactical transpositions of the mathematical knowledges in the computer-based environment for mathematics learning and teaching, and also analyse the extreme didactical problems Computer has been regarded as an alterative that could overcome the difficulties in the teaching and learning of mathematics and many broad studies have been made to use computers in mathematics teaching and learning. But Any systematic analysis on the didactical problems of the computer-based environment for mathematics education has not been tried up to this time. In this paper, first of all, we analysed the didactical problems in the computer-based environment, and then, the mode of using computer for mathematics teaching and learning.

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A Study on Teaching Method for the Underachievers through Small Groups′ Learning in Mathematics (소집단 학습을 통한 수학과 학습부진아 지도방안 연구)

  • 성열욱;신경순
    • Journal of the Korean School Mathematics Society
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    • v.4 no.2
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    • pp.125-134
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    • 2001
  • It is necessary that at any rate we try to decrease underachievers by learning deficiency in mathematics to extreme limits under circumstances that mathematics becomes more requisite daily in the 21st century's informative society. However, the traditional teaching method causes a lot of problems in elevating the needed ability for the newly changing society. Accordingly, for the purpose of letting underachievers by learning deficiency have much interest in mathematics, seek the qualitative elevation, have the feelings of self-confidence and accomplishments, escape from desperation, and also teachers choose the activities of small groups, design teaching plans, apply those to teaching-learning activities and finally verify the effect, this researcher sets up a hypothesis as follows: 1. The teaching method through small groups will be effective for the accomplishments of underachievers in mathematics. 2. Its method will bring out the meaningful change in the emotional areas of mathematics. Therefore, so as to prove the above hypothesis, the results through the theoretical approach and practicing teaming by small groups have turned out to be positive.

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Development of Teaching-Learning Model and Instructional Process Based on the Viewpoint of Constructivism (구성주의 관점에 의한 수학 교수-학습 모델의 설정과 수업 전개)

  • Kim Seon-Yu
    • Journal of Elementary Mathematics Education in Korea
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    • v.3 no.1
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    • pp.75-92
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    • 1999
  • Many educators say that one of the key theory which is widely accepted teaching-learning process in the 7th mathematics curriculum is constructivism. They believe constructivism is very powerful as a background theory in teaching-learning mathematics and in this point of view, each student can construct knowledge by himself in the inner world. Therefore, the aspect of teaching-learning methods in the 7th mathematics curriculum focused on inquiry learning, self-directed learning, cooperative learning. Through this methods, the 7th mathematics text also composed of ease, interesting and dynamic activity oriented subjects. And constructive teaching-learning methods in mathematics is implemented variously by those whom attracted in constructivism. Thus, the purpose of this study is to build up a model that is required to systematize teaching-learning process in mathematics as a guideline for teachers. Another purpose of this study is to make clear that the presented model is appropriate process for teaching-learning in mathematics.

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A Comparative Study on Chinese Teachers' and Students' Beliefs about Mathematics, Mathematics Teaching and Learning in Middle School

  • Meiyue, Jin;Feng, Dai;Yanmin, Guo
    • Research in Mathematical Education
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    • v.12 no.3
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    • pp.235-249
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    • 2008
  • The paper used the quantitative method to compare Chinese students' and teachers' mathematics related beliefs, including beliefs about mathematics, mathematics teaching and learning. The result indicated that there are some differences between their beliefs. Based on the results, we give some recommendations.

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Meta analysis on the improvement of academic performance by the teaching method for underachievers of learning mathematics (수학학습부진아 지도방법에 따른 학업성취도 향상에 대한 메타연구)

  • Kim, Hong-Kyeom
    • The Mathematical Education
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    • v.59 no.1
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    • pp.31-45
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    • 2020
  • Despite the trend of the times and the government's efforts to implement policies, a number of students, having difficulties in learning math, are still growing. Reflecting this, many studies related to underachiever of learning mathematics were conducted in the field of mathematics education. Most of these studies, however, were intended to find the cause of underachievers of learning mathematics or experimental studies that applied the specific teaching procedures to the underachievers of learning mathematics and found their effectiveness in terms of academic achievement, compared it beforehand. Thus, in this study, 49 studies, from including theses and published journal papers from 2001, were meta-analyzed to find out how effective the teaching treatment for underachievers of learning mathematics has improved academic performance. As a result of this analysis, we found that teaching treatment generally have moderate effect sizes for children with having difficulties in learning mathematics. It was also possible to analyze the effect of various interventions and to obtain some suggestions on which circumstances the greatest effect could be achieved. Teaching treatments for underachiever of learning mathematics could have greater effectiveness in elementary school level, institution certified testing tool was used, targeted for each individual, taught by peer student, lasted for at least 8 weeks, and using teaching aids and ICT tools.

Performing and Effects Team-Based Learning Program for improving of Teaching Competencies of Pre-service Elementary School Teachers (초등예비교사의 교수역량 증진을 위한 팀 기반 프로젝트 학습 실행 및 효과)

  • Ryu, Hyunah
    • East Asian mathematical journal
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    • v.33 no.2
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    • pp.217-233
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    • 2017
  • This study expects that Team Based Project Learning can act positive role to improve pre-service elementary teachers' teaching competence from previous studies. So designing and executing Team Based Project Learning program, I can provide some suggestions to the teaching method for teacher training education. In this study, Team Based Project Learning focuses on the use of history of mathematics in school mathematics. Also from organizing the team to evaluation, I conduct team activity systematically both inside and outside the classroom. The result of this study shows that pre-service elementary teachers' teaching competence has improved and I could identify the positive response about the value of using the history of mathematics and effect of Team Based Project Learning in mathematics learning.

A Study on Utilization of Teaching-Learning Portfolio for Improvement of Teaching Competency of Pre-Service Mathematics Teacher (중등예비수학교사의 수업능력 향상을 위한 교수-학습 포트폴리오 활용방안 연구)

  • Kang, Hyun-Young
    • School Mathematics
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    • v.16 no.3
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    • pp.567-584
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    • 2014
  • Recently professional development of teaching competence is emphasized for mathematics teachers. It is necessary to teaching experience in pre-service mathematics teacher for development of teaching competence. It need to systematic self-reflection and improvement in instruction performance for development of teaching competence of pre-service mathematics teacher. That is, Theory of teaching practice for reflect thinking and practical knowledge of teaching and systemic guidance on theory and practice of teaching practice. Therefore, the aim of this study is to develop an component and application procedure of Teaching and Learning portfolio for improvement teaching component of pre-service mathematics teacher. It is effective in improving teaching component of pre-service mathematics teacher after make Teaching and Learning portfolio for improvement teaching component.

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Mathematical Communication and Mathematics Learning-Teaching (수학적 의사소통과 수학의 교수-학습)

  • 유현주
    • School Mathematics
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    • v.2 no.1
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    • pp.53-72
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    • 2000
  • The purpose of this study is to review theoretically the meaning and importance of mathematical communication and to search effective teaching-learning materials to develop it. This study has the content on relation of learning & communication, the qualitative examination of student's response in some mathematical communication tasks and materials of teaching mathematical communication.

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