• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.523-545
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• 2010

Mathematical communication has been emphasized not only as the process of learning mathematics but also as the objective of mathematics education. However, little studies have been conducted with regard to what to consider and how to implement in the actual classroom for promoting mathematical communication. Given this background, this paper implemented a mathematics instruction in each of 2nd, 4th, and 6th grade classrooms in which specific learning objectives were considered to promote discourse-based mathematical communication. It then analyzed the degree by which such learning objectives were achieved and the linguistic interactions between the teacher and students in each classroom. This paper finally provided issues and suggestions for effective discourse-based instruction in mathematics classroom by analyzing similarities and differences among the three classrooms.

• The Mathematical Education
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• v.48 no.1
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• pp.61-80
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• 2009

The purpose of this study was to develop case-based pedagogy in mathematics for elementary school teachers and to investigate how they participate in the course employing case-based pedagogy. The 13 cases were developed and employed in pre-service teacher education. As such, the cases covered all content areas across grades, and included detailed description of mathematics instruction, questions for discussion, theoretical review related to each case, focus analysis and additional analysis, etc. This paper describes in what ways the participant teachers discussed cases, how case-based pedagogy had an influence on the teachers' own instruction during the practicum period, and how they assessed case-based pedagogy. This paper provides issues and suggestions for the professional development of mathematics teachers on the basis of empirical background.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.221-246
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• 2011

One of the main purposes in prospective elementary teacher education is to prepare for teaching each subject matter. For this purpose, it is necessary to explore how prospective teachers may analyze elementary mathematics instruction and they perceive their analytic foci. This study probed in what ways prospective teachers analyzed elementary mathematics instruction using two video cases. The results of this study showed that prospective teachers focused mainly on instructional strategies, specifically with regard to whether such strategies would be adequate both for mathematical content to be taught and for students' characteristics. They also focused on the effective use of instructional materials as well as the case teacher's adequate feedback. Prospective teachers claimed to have analytic foci not only on the degree of attainment of instructional purposes but also on students' responses and interest. Given this result, this paper includes several issues related to help prospective teachers prepare for better teaching.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.655-679
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• 2010

This study was created with the intent of improving the teaching quality of the teachers responsible for instructing higher level math programs. Additionally, this research study was designed to analyze the instruction of mathematically gifted students by using "The Flanders Category System" and "TIMSS video analysis". The results of this study will provide opportunities for a deeper understanding of ways to improve the quality of gifted instruction in mathematics and furthermore will increase the expertise of teachers in the realm of gifted education in mathematics.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.421-442
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• 2016

This study analyzed characteristics which emerged while 38 secondary school teachers observed a video clip about a centroid of triangles instruction. The aim of this study based on the analysis was to deduce implications in terms of the various means which would enhance teachers' knowledge in teaching mathematics and assist in designing mathematics education programs for teachers and professional development initiatives. To achieve this goal, this research firstly reviewed previous studies relevant to the 'Knowledge Quartet' as a framework of analyzing teachers' knowledge in mathematics instructions. Secondly, this study probed the observation results from the teachers in the light of the KQ. Therefore, some issues in the teacher education program for teaching mathematics were thirdly identified in the categories of 'Foundation', 'Transformation', 'Connection', and 'Contingency' based on the analysis. This research inspires the elaboration of what features have with regard to effective teachers' knowledge in teaching mathematics through the analyzing process and additionally the elucidation of essential matters related to mathematics education on the basis of the analyzed results.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.487-507
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• 2011

Despite the recent increased attention to mathematics teacher education there have been lack of empirical studies on how to teach teachers. A study of mathematics instruction for prospective teachers can be conducted either by a teacher educator's critical reflection on her teaching or by observation of others' teaching practices. This paper was from the author's observation of a mathematics instruction course for future elementary teachers at the University of California at Irvine. As such this paper described in detail how the course was implemented throughout the quarter and drew implications for a teacher preparation program in Korea. As the course had a specific purpose of promoting future teachers' expertise in mathematics instruction and employed various strategies that were different from a typical university course, this paper is expected to provide teacher educators with the insight of an alternative teaching style and to provoke discussion of how to connect theory to practice for effective teacher education.

• East Asian mathematical journal
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• v.35 no.2
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• pp.217-237
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• 2019

This Modeling is a cyclical process of creating and modifying models of empirical situations to understand them better and improve decisions. The role of modeling and teaching mathematical modeling in school mathematics has received increasing attention as generating authentic learning and revealing the ways of thinking that produced it. In this paper and interactive lecture session, we will review a subset of the related literature, discuss benefits and challenges in teaching and learning mathematical modeling, and share our attempts to improve traditional textbook problems so that they can become more authentic modeling activities and implications for instruction and assessment as well as for research.

• Education of Primary School Mathematics
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• v.19 no.2
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• pp.143-160
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• 2016

Despite the recent increasing interest in classroom expertise of teachers for gifted there has been lack of research on exploring or analyzing the components of classes for gifted tailored to the characteristics of each subject matter Given this, this study looked for the components of performance domain of classes for gifted in mathematics and then analyzed one teacher's 12 lessons in terms of the components. The features of the lessons included the establishment of classroom atmosphere by considering the characteristics of mathematically gifted students, the introduction of or expansion to mathematically enriched tasks, promotion to mathematically higher thinking, and emphasis of mathematical pattern, connections, and utility. This study is expected for researchers to provide a practical case on how to analyze elementary classes for gifted in mathematics. It also helps teachers who teach gifted students to develop professional vision of mathematics instruction and to increase their classroom expertise.

• The Mathematical Education
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• v.49 no.2
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• pp.175-198
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• 2010

To understand natural or social phenomena, we need various information, knowledge, and thought skills. In this context, mathematics and sciences provide us with excellent tools for that purpose. This explains the reasons why there is always significant emphasis on mathematics and sciences in school education; some of the general goals in school education today are to illustrate physical phenomena with mathematical tools based on scientific consideration, to encourage students understand the mathematical concepts implied in the phenomena, and provide them with ability to apply what they learned to the real world problems. For the mentioned goals, we extract six fundamental principles for the integrated mathematics and science education (IMSE) from literature review and suggest a instructional design model. This model forms a fundamental of a case study we performed to which the IMSE was applied and tested to collect insights for design and practice. The case study was done for 10 students (2 female students, 8 male ones) at a coeducational high school in Seoul, the first semester 2009. Educational tools including graphic calculator(Voyage200) and motion detector (CBR) were utilized in the class. The analysis result for the class show that the students have successfully developed various mathematical concepts including the rate of change, the instantaneous rate of change, and derivatives based on the physical concepts like velocity, accelerate, etc. In the class, they described the physical phenomena with mathematical expressions and understood the motion of objects based on the idea of derivatives. From this result, we conclude that the IMSE builds integrated knowledge for the students in a positive way.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.543-563
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• 2016

This study was designed as a meta-analysis to investigate the research trends in mathematics learning disabilities(MLD) area. The results of this study were as follows: The 201 researches targeted for the analysis can be categorized 4: characteristic of students with MLD, screening students with MLD, interventional teaching for students with MLD, and et cetera. Also, the outcomes of researches regarding intervention in MLD determined to have a large effect resulted in a total average of 0.958. Especially, as a result of analysing the effect size in accordance with teaching method variables in group-case designed researches, the effect was largest when direct instruction and strategy instruction was given. The effect was largest when the frequency of intervention was over 16 and under 20. The results in this study be summed up as follows. MLD can be served as a foundation in setting a direction for further research to improve in Korea.