• Title/Summary/Keyword: elementary mathematics education

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A Case Study on the Instructional Dimensions in Teaching Mathematics to the Elementary School Student from Multi-cultural Backgrounds (다문화권 학생들의 초등수학 학습과정에 관한 사례연구)

  • Jang, Yun-Young;ChoiKoh, Sang-Sook
    • The Mathematical Education
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    • v.48 no.4
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    • pp.419-442
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    • 2009
  • This study was to find the difficulties students faced in their mathematical learning and to identify the instructional dimensions a teacher provided for the students from multi-cultural background. Since the study was focused on the process of students' learning, the qualitative method was chosen through clinical interviews with 2 students in a total of 11 units which played a role of compensating their learning of mathematics as an extra curriculum. The students solved the computational problems relying on formal procedure without understanding of concepts and principles and solved the word problems based on own interpretation of certain words without semantic comprehension out of math sentences. As the instructional dimensions of teaching mathematics, tasks, a tool and classroom norm were found in the activities they performed. For the tasks, situated tasks, challenging tasks, tasks with lack of conditions, and open-ended exploratory tasks were used. As the tool, pictorial representations were very useful to describe their ideas. Finally, as the classroom norm, consider equity for everyone, and cooperate and encourage each other were found.

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The Effect of Mathematics Teaching Experience during the Teaching Practicum on Pre-service Elementary Teachers' Beliefs about Mathematics (교육실습에서의 수학 수업이 초등예비교사의 수학에 관한 신념에 미치는 영향)

  • Mun, Hyo-Young;Kwon, Sung-Yong
    • Journal of Elementary Mathematics Education in Korea
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    • v.14 no.2
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    • pp.487-521
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    • 2010
  • The purpose of this study was to investigate and analyze the effect of mathematics teaching experience during the teaching practicum on pre-service elementary teachers' beliefs about mathematics. The conclusions drawn from the entire research were, as follow: First, it can be said that mathematics teaching experience during the teaching practicum has a significant effect on the change of pre-service elementary teachers' beliefs about mathematics. Specifically, the teaching experience during the teaching practicum has statistically significantly negative effects(p=.05) on pre-service elementary teachers' beliefs about the teaching mathematics. Second, the factors which help pre-service elementary teachers the most in preparing for mathematics classes are collaborating teachers in charge of supervising them, the teacher's guidebook and materials acquired from the Internet. Third, pre-service elementary teachers are well aware of the importance of understanding students and emphasize concrete manipulative activities, but experience lots of failures due to difficulty of drawing students' attention. Fourth, collaborating teachers do not play a significant role in helping pre-service elementary teachers develop and change their beliefs about mathematics positively. The advise given by collaborating teachers to pre-service elementary teachers is mostly about simple techniques of managing the classroom. So, collaborating teachers do not affect significantly and positively on the change of pre-service elementary teachers' beliefs. Fifth, regardless of their belief tendency, pre-service elementary teachers teach more confidently and feel more satisfactory when they prepared for classes more thoughtfully and understanded students more deeply.

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Mathematics Education for Humanistic Imagination and Character Education (인문학적 상상력과 인성 함양을 위한 수학교육)

  • Park, Mangoo
    • Journal of Elementary Mathematics Education in Korea
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    • v.24 no.2
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    • pp.187-205
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    • 2020
  • The purpose of this study is to develop the elementary mathematics education program for the cultivation of humanistic imagination and characters through the link between mathematics and literature to find out its effectiveness. This study has verified the effectiveness of mathematics academic achievement, humanistic imagination and characters with the program development and preliminary program and application of this program for two years. After conducting classes on proportional expression and proportional distribution for 79 sixth-grade elementary school students (39 in the experimental class and 40 in the comparative class) in Seoul and Gyeonggi-do under this program, the researcher analyzed how the application of the program affects students' perception using pre- and post-examinations on mathematics academic achievement, humanistic imagination, and characters, including interviews with students, and analysis of outputs of the students. Studies have shown that the application of the elementary mathematics education program to foster humanities imagination and characters did not make any significant difference in mathematics academic achievement, and there were statistically significant differences in the subcategories of "reflection on life", "positive self-consciousness" and "humanistic imagination" categories, and there were no statistically significant differences in the "purpose of life" and "human relations" categories. However, the responses from the students' interviews showed that their perspectives of humans and the world has become wider and deeper. It also did not produce significant results for characters. As suggestions, the ministry should present the need to develop and distribute concerning materials for teachers, secure time for creative experience activities for convergence subjects, and operate practical and long-term training programs for teachers.

A Study on Statistical Thinking and developing Statistical thoughts (통계적 사고와 그 함양에 관한 연구)

  • Kim, Sang-Lyong
    • Education of Primary School Mathematics
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    • v.12 no.1
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    • pp.31-38
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    • 2009
  • This paper aims to develop a program which cultivates statistical ability for elementary students. For this purpose, I examined the relationship between mathematical thinking and statistical thinking. I developed statistical programs including classification, discussion of data, generating statistical problem and project program. As result, this study suggests implications for further elementary statistical education.

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An Analysis of the Arithmetical Thinking Levels of the Students in 5th Grade (초등학교 5학년의 산술적 사고 수준 분석)

  • Lim, Miin
    • Journal of Elementary Mathematics Education in Korea
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    • v.24 no.1
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    • pp.89-108
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    • 2020
  • Since arithmetic is the foundation of school mathematics, it needs to be taught meaningfully in the direction of improving arithmetical thinking levels of students beyond the fluency of computing skills. Therefore, in this study, the arithmetical thinking levels of 100 students in 5th grade were analyzed by applying the arithmetical thinking level test. As a result, 82 students were at 1st level and 15 students were at 2nd level of the arithmetical thinking. I analyzed the characteristics of arithmetical thinking and types of errors and misconceptions made by the students, and derived some didactical implications for arithmetic education in elementary school mathematics.

The relation of the angle sum of a triangle and the property of parallel lines in Elementary school mathematics (초등학교 수학에서 삼각형 내각의 합과 평행선의 성질의 연계성)

  • Hong, Gap Ju;Song, Myeong Seon
    • Education of Primary School Mathematics
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    • v.16 no.2
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    • pp.183-192
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    • 2013
  • This study points out that the angle sum of a triangle and the property of parallel lines are taught without showing any relations between them on elementary school mathematics textbooks. This study looks into the structure of Euclid Elements so that it discusses about the contents of current Korean textbooks. The property of the alternate angles and the corresponding angles of parallel lines are inherent in many subjects in Elementary school mathematics, and have meaning that must be thought with the angle sum of triangles in the structure of Euclid Elements. With this consideration, this study makes a conclusion that these two subjects should be taught by presenting relations between them.

A Linguistic Study on the Sentence Problems in 2015 revised Elementary Mathematics Textbooks (초등수학 교과서 문장제의 언어적 분석)

  • Kim, Young A;Kim, Sung Joon
    • East Asian mathematical journal
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    • v.35 no.2
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    • pp.115-139
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    • 2019
  • In problem solving education, sentence problems are a tool for comprehensive evaluation of mathematical ability. The sentence problems refer to the problem expressed in sentence form rather than simply a numerical representation of mathematical problems. In order to solve sentence problems with a mixture of mathematical terms and general language, problem-solving ability including the ability to understand the meaning of sentences as well as the mathematical computation ability is required. Therefore, it is important to analyze syntactic elements from the linguistic aspects in sentence problems. The purpose of this study is to investigate the complexity of sentence problems in the length of sentences and the grammatical complexity of the sentences in the depth of the sentences by analyzing the 51 sentence problems presented in the $4^{th}$ grade mathematics textbook(2015 revised curriculum). As a result, it was confirmed that it is necessary to examine the length and depth of the sentence more carefully in the teaching and learning of sentence problems. Especially in elementary mathematics, the sentence problems requires a linguistic understanding of the sentence, and therefore it is necessary to consider syntactic elements in the process of developing and teaching sentence problems in mathematics textbook.

An analysis of the current state of cross-curricular learning topics in mathematics textbooks for grades 5 and 6 (2015 개정 교육과정에 따른 5~6학년군 수학 검정 교과서의 범교과 학습 주제 반영 현황 분석)

  • Kim, Nam Gyun;Oh, Min Young;Kim, Su Ji;Kim, Young Jin;Lee, Yun Ki
    • Communications of Mathematical Education
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    • v.38 no.1
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    • pp.27-48
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    • 2024
  • In order to prepare for changes in future society, cross-curricular learning is emphasized, and the need to link cross-curricular learning topics and subjects is increasing. However, there are few studies on how to deal with cross-curricular learning in mathematics education. This study analyzed the contents and methods of cross-curricular learning topics in subject-specific curriculum and mathematics textbooks. As a result of the study, the curriculum can be categorized into four types according to the variety of cross-curricular learning topics applied and the presence or absence of a main cross-curricular learning topic, and the mathematics curriculum belongs to the type where some cross-curricular learning topics are dealt with passively and there is no main topic. On the other hand, the analysis of 10 math textbooks for grades 5 and 6 according to the 2015 revised curriculum showed that, unlike the curriculum, various cross-curricular learning topics were applied in the textbooks, mainly environment and sustainable development education, safety and health education, career education, character education, and economic and financial education. In addition, in mathematics textbooks, cross-curricular learning topics appeared in various types such as materials, questions, explanations, illustrations, and in many cases, they appeared mainly as materials or illustrations. Based on these findings, implications were explored and suggested on how to integrate and apply cross-curricular learning topics in mathematics.

The effects of social critical modelling classes on elementary school students' perception of mathematics and discussion patterns (사회비판적 모델링 수업이 초등학생들의 수학에 대한 인식 및 토론 양상에 미치는 영향)

  • Shim, Jaehoon;Park, Mangoo
    • Communications of Mathematical Education
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    • v.38 no.3
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    • pp.353-378
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    • 2024
  • The purpose of this study is to analyze the impact of a socio-critical modelling class on students' perception of the role of socially critical mathematics. Mathematics education involves cultivating the ability to understand and respond to the mathematics we use in our daily lives. Many elementary school students in Korea have doubts about why they need to learn mathematics, and in international assessments such as PISA and TIMSS, Korean students' affective dimensions are shown to be very negative. Researchers believed that a socio-critical modelling class would have an impact on students' perceptions and attitudes toward mathematics, and conducted a socio-critical modelling class for 20 sixth-grade elementary school students. Data collection and analysis were conducted inductively through students' words and actions during class, activity sheets, and interviews, based on the grounded theory of Strauss & Corbin (2014). As a result of the study, the socio-critical modelling class increased students' social critical awareness and made them re-aware of the role of mathematics.

Korean Mathematics Teacher Educators' Response on the Mathematics Teaching Efficacy Beliefs Instrument

  • Ryang, Do-Hyoung;Thompson, Tony;Shwery, Craig
    • Research in Mathematical Education
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    • v.15 no.3
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    • pp.229-250
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    • 2011
  • The Mathematics Teaching Efficacy Beliefs Instrument is one of the most popular instruments used to measure elementary preservice teachers' efficacy beliefs in mathematics teaching. The instrument was, however, developed in the United States and is perhaps not appropriate for other cultures. In this study, the instrument was translated into Korean and carefully reviewed by Korean mathematics teacher education professors. Analysis of the review indicated that eight out of the 21 items were appropriate while the others needed to be revised. Items were identified as inappropriate due to awkwardness, multiple meanings, tense disagreements, and vagueness. These items were modified to better fit the Korean context. The instrument was revised with two versions: one for elementary and the other for secondary pre service teachers.