• East Asian mathematical journal
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• v.36 no.2
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• pp.203-227
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• 2020

This study is observed in this paper that how the mathematical beliefs of elementary pre-service teachers are reflected in planning and implementing actual mathematics classes. The subjects for this study are senior students at the university of education. After examining their mathematical beliefs and analyzing their actual mathematics classes in a teaching practicum, the following conclusions are drawn. First, the mathematical beliefs of elementary pre-service teachers have generally shown in a similar tendency. The beliefs formed by the students' experience and the beliefs established in the course of preparing to become teachers have coexisted. Second, the teachers' belief in learning mathematics and the teaching practices are largely inconsistent. Third, when elementary pre-service teachers plan and implement their mathematic classes, they are influenced by their guidance teachers and students as well as their own mathematical beliefs.

• Education of Primary School Mathematics
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• v.20 no.3
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• pp.225-235
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• 2017

The study in this paper considers how elementary school students' interest in mathematics and STEAM literacy could be promoted by conjoining the learning of mathematics with the learning of drone topics. Survey instrument was developed to measure student attitudes toward mathematics and science subjects and to evaluate student beliefs on learning mathematics embedded in science topics. Data were collected from elementary school students by administering pre- and post-tests: students were intervened with examples of math problems embedded in certain science contexts. The findings indicate that elementary school students' experience of solving mathematics problems embedded in science contexts positively affects the promotion of their attitudes toward, beliefs on science subjects and science and engineering career path selection. We hope that the mathematics program using the drone will be used in the classroom for STEAM.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.579-598
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• 2011

In this study, the 2011 elementary school mathematics curriculum was analyzed compared to the 2007 elementary school mathematics curriculum with a focus on changes in specified learning topics. First, the topics which are dealt with in the 2011 curriculum were critically discussed. Second, prominent features which can be found in learning topics in 2011 curriculum were found. The following three conclusions which can be obtained from above analyzed results were presented. First, system for curriculum development is necessary to supplement. The process of draft development for public hearing and final curriculum development is not exposed anywhere. It is necessary to clean up and disclose this process in order to study and develop next curriculum. Second, it is necessary to modify the way of stating in curriculum. it is necessary to specify and use the expressions to some extent the meaning of which are not sufficiently established and the meaning of which are ambiguous. Third, the achievement standards set by 2011 curriculum needs to be consistent. The principles for stating achievement standards are necessary. it is necessary to review the link between elementary and middle school curriculum is well-made.

• The Mathematical Education
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• v.47 no.3
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• pp.291-310
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• 2008

This article is based on an international collaborative study that aimed to investigate mathematical preparation of prospective elementary teachers in several selected education systems in East Asia. This article reports the Korean portion of the study. A survey instrument was developed to explore not only prospective teachers' knowledge of elementary mathematics curriculum and their beliefs in their preparation and mathematics instruction but also their subject matter knowledge and pedagogical content knowledge on the topic of fraction division. A total of 291 seniors in 3 universities participated in the survey. The results reveal these prospective teachers' strengths and weaknesses with regard to their knowledge of fraction division, and suggest that content-specific pedagogical knowledge needs to be emphasized in the teacher preparation program.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.555-572
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• 2014

Teacher preparation programs are responsible for preparing teachers to be able to perform their work with professional knowledge and skills. What opportunities to learn such knowledge and skills the programs intentionally develop for prospective teachers can be discerned by looking at the curriculum of teacher education. The purpose of this study is to find implications for the curriculum in elementary teacher education in South Korea, especially as that pertains to opportunities to learn teaching mathematics. This paper compares the curricula of 21 teacher preparation programs for elementary teachers in South Korea and in the United States. It finds that the programs in both countries emphasize teacher preparation to teach subject matter and to help elementary students improve their academic knowledge. The overall structures of the curriculums outlined in the programs of both countries are relatively comparable. In terms of the opportunities to learn teaching mathematics, however, they are quite different in what authentic contents they offer. This paper discusses the need for more emphasis on mathematical knowledge for teaching.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.433-457
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• 2022

An effective teacher community helps the participating teachers improve their instructional quality. This study reports a teacher community consisting of 15 elementary school teachers and one teacher educator. This paper analyzed 15 mathematics lessons in which the teachers implemented the five practices for orchestrating productive mathematics discussions by Smith and Stein (2018) based on the grade-specific discussions as well as the whole community's discussions. The results of this study showed that the overall levels of each practice either increased gradually or maintained at the highest Level 4, as mathematics lessons had been implemented. Specifically, the following practices were quite successful: setting goals for a lesson, selecting an appropriate task, anticipating student responses, and selecting student solutions. However, both sequencing and connecting student solutions were implemented at various levels. Monitoring student work tended to remain at Level 2 which included incorrect implementation of the practice. This paper closes with implications related to the skillful implementation of the five practices through a teacher community.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.2
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• pp.161-181
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• 2018

This study involved an investigation of prospective elementary teachers' preconceptions and experiences of diagrams and their ability to draw diagrams in solving math word problems. A questionnaire and two math word problems were administered to prospective elementary teachers who began to taking an introductory mathematics education course. The results from the analysis of their responses to the questionnaire items indicate that prospective elementary teachers appreciate the value of diagrams as tools for problem solving and communication. In addition, prospective elementary teachers have the will not only to teach their future students how to use diagrams but also to encourage them to draw diagrams in solving math word problems. However, the results also indicates that prospective elementary teachers neither use diagrams spontaneously in their math problem solving activities nor have confidence in drawing useful diagrams. Prospective elementary teachers also manifested low scores on the questionnaire items asking whether they were taught how to draw useful diagrams or encouraged by their teachers to use diagrams in their previous learning experiences. The results from the analysis of the diagrams that prospective elementary teachers drew in solving math word problems showed that most of them had difficulty drawing diagrams that represent their reasoning and solving process.

• Journal of The Korean Association of Information Education
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• v.13 no.3
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• pp.325-339
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• 2009

Many current researches are limited in the statistics field, which is a part of mathematics class in the secondary school. Moreover, it's hard to apply to the elementary school since they are written in English. To overcome this limitations, the objectives from the unit that is suitable for using EXCEL in the elementary mathematics lessons are selected in this research. And a problem-based learning model for these lessons would be introduced that it can help students to focus on solving substances of the problems by reducing the time for arithmetic calculation.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.1-18
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• 2001

This note includes that repeating patterns, knowledge of odd and even numbers, and the patterns in processing and learning addition facts. The potential to mathematical development of repeating patterns is Idly realized if the unit of repeat is recognized. Through the partition of numbers greater then 9 into two equal sets and into sets of 2s, It is necessary the teaching of children's knowledge of odd and even numbers. Being taught derivation strategies through patterns in numbers, we suggest that the teaching seguence to accelerate development of children's learning of additions facts.

• The Mathematical Education
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• v.42 no.3
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• pp.403-417
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• 2003

The purpose of this study is to analyze the effects of the use of calculators in elementary school mathematics education. For this purpose, we established the subject matters of the research as folloows; (1) to develop the lesson plan and the students' activity sheet related to the use of calculators. (2) to analyze the effects of the use of calculators when we applied the materials developed. Four classes of sixth grade students were sampled two elementary schools in D city. Two of them were assigned to the calculator group and the others to traditional group. The experiment was conducted for 10 class times. Two kinds of test instruments were used: pretest and post test. The pretest scores guaranteed that both groups were homogeneous. Post-test was used to identify the effect of use of calculator and the post-test scores were analyzed by t-test. We also used questionnaire to identify the students' change of attitude toward mathematics. The results of this study as fellows: (1) The calculator group got scores significantly higher than the traditional group on the test. (2) The students' attitude in calculator group was changed a little positively.