• Communications of Mathematical Education
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• v.34 no.3
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• pp.277-297
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• 2020

The purpose of this study was to identify and compare the mathematics educational values of pre-service and in-service elementary school teachers. For this purpose, we implemented a questionnaire investigating mathematics educational values and used principal component analysis which resulted in six components. These components were named as fun, problem-solving, representation, computation, ability, and explanation through systematic labeling processes. Both pre-service and in-service elementary school teachers considered problem-solving the most important and there was no statistical difference between the teacher groups. They also considered fun the least important and in-service elementary school teachers regarded it more important than pre-service counterparts did. All value components except explanation were regarded as important by in-service elementary school teachers, fourth-year pre-service teachers, and first-year pre-service teachers in order. The result of noticeable differences between pre-service and in-service elementary school teachers implies that actual teaching experience may affect teachers' mathematics educational values more than teacher preparation programs. Based on these findings, we need to discuss what should be regarded as important and worthwhile in teacher preparation programs to establish mathematics educational values for pre-service teachers. We also need to confirm whether the mathematics educational values by in-service elementary school teachers may be in line with what has been pursued in the national mathematics curriculum.

• Education of Primary School Mathematics
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• v.1 no.2
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• pp.85-95
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• 1997

Recently, by the popularization of computers and the development of many kinds of information transmission software, the living pattern in business offices and in home-life have changed rapidly. Because of the great progression of today's science technology, the influence of social education on the children is larger than that of the traditional school.. By a rapid change in the social atmosphere, there are some people who insist the traditional school education system is of no use any more. There have been many calls for reform of traditional schooling and in particular there has been major rethinking of school mathematics. The initial demand for change in elementary school mathematics is because of the poor achievement of students. There are even more compelling reasons for change. For example today's science technology society requires a different mathematical literacy for its citizens than that of the past. The importance of problem-solving based on interest and progress is more important than just paper-pencil computation in elementary schools. And also the increasing information wave of today's society demands that the school accept the long-distance education which could not be imagined in the past. Taking account of this variety, school education in the future should willingly introduce and apply the open education system to keep pace with today's society. To accept society demands actively, today's schools are going to accept and apply the idea of the open education. In this viewpoint, the purpose of the paper is to analyze the causes of under-achievement in mathematics teaming, the directions of school mathematics education, the system of textbooks and the problems of teaching-learning programs and paper-pencil test.

• Education of Primary School Mathematics
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• v.20 no.4
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• pp.253-266
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• 2017

The purpose of the study was to investigate the perceptions of Elementary school teachers on mathematics instruction. To do this, 7 test items were developed to obtain data on teacher's perception of mathematics instruction and 73 teachers who take mathematical lesson analysis lectures were selected and conducted a survey. Since the data obtained are all qualitative data, they were analyzed through coding and similar responses were grouped into the same category. As a result of the survey, several facts were found as follow; First, When teachers thought about 'mathematics', the first words that come to mind were 'calculation', 'difficult', and 'logic'. It is necessary for the teacher to have positive thoughts on mathematics and mathematics learning, and this needs to be stressed enough in teacher education and teacher retraining. Second, the reason why mathematics is an important subject is 'because it is related to the real life', followed by 'because it gives rise to logical thinking ability' and 'because it gives rise to mathematical thinking ability'. These ideas are related to the cultivating mind value and the practical value of mathematics. In order for students to understand the various values of mathematics, teachers must understand the various values of mathematics. Third, the responses for reasons why elementary school students hate mathematics and are hard are because teachers demand 'thinking', 'because they repeat simple calculations', 'children hate complicated things', 'bother', 'Because mathematics itself is difficult', 'the level of curriculum and textbooks is high', and 'the amount of time and activity is too much'. These problems are likely to be improved by the implementation of revised 2015 national curriculum that emphasize core competence and process-based evaluation including mathematical processes. Fourth, the most common reason for failing elementary school mathematics instruction was 'because the process was difficult' and 'because of the results-based evaluation'. In addition, 'Results-oriented evaluation,' 'iterative calculation,' 'infused education,' 'failure to consider the level difference,' 'lack of conceptual and principle-centered education' were mentioned as a failure factor. Most of these factors can be changed by improving and changing teachers' teaching practice. Fifth, the responses for what does a desirable mathematics instruction look like are 'classroom related to real life', 'easy and fun mathematics lessons', 'class emphasizing understanding of principle', etc. Therefore, it is necessary to deeply deal with the related contents in the training courses for the improvement of the teachers' teaching practice, and it is necessary to support not only the one-time training but also the continuous professional development of teachers.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.1
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• pp.69-92
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• 2018

In this study, we analyzed whether 2015 revised elementary school mathematics curriculum 's standards statements reflect the direction of 2015 revised curriculum. For the objectivity of analysis, 128 achievement standards statements were analyzed based on content - centered statements, activity - centered statements, and performance - centered statements by Seo Young - jin 's (2013). As a result of the analysis, it can be seen that the 2015 revision elementary mathematics curriculum achievement standards statements do not contain enough information to expand the mathematical competence of students. To complement this, the achievement standards statements should include more elements than 'content + function', and other criteria should be developed to clearly communicate the meaning of the achievement standards statements. And it is necessary to supplement the expression of 'function' in the achievement standards in order to improve the expression of the elementary school mathematics curriculum achievement standards statements.

• The Mathematical Education
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• v.44 no.4 s.111
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• pp.603-625
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• 2005

Identity is the concept which approaches individuals' affective problems with the social and cultural view. The previous studies on the problems, studied the attitudes, beliefs, or emotions while they restricted the problems to teachers or students' private problems. Otherwise, identities focus on individuals which participate to any community and share its social practices(Mclead, 1994). This study purposed to get an understanding on the teaching and learning mathematics in elementary mathematics classroom with an ethnographic view, while we consider mathematics as a kind of social practices, and mathematics classrooms as communities of practice. We analysed teacher's identities on mathematics and teaching mathematics depending on her responses of the questions as following: How does she think about mathematics, what are the instructional goals in her mathematics classroom, how do students learn mathematics in her mathematics classroom. In addition, we analysed students' identities on mathematics and learning mathematics depending on their responses of the questions as following: What do students think of mathematics, do they like mathematics, why do they study mathematics, how do they feel their mathematics classroom(describe your classroom) and themselves in it(describe yourselves in your classroom), what are their duties and what do they do actually in their mathematics classroom.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.545-561
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• 2015

The purpose of this study was to analysis how the elements of character are reflected in the 3rd and 4th grade elementary mathematics textbooks based on the 2009 revised curriculum. This study focused on the elements of character in the 3rd and 4th grade mathematics textbooks. The researchers analyzed the elements of character in the students' mathematics textbooks and teacher's guide books. In particular, they analyzed how those elements of character are reflected in those books. Findings of this study are as follows. First of all, the elements of character were founded in the most of units on the 3rd and 4th grade mathematics textbooks, but they were biased to the specific elements of character. Second, the resources using related with character vary in the textbooks. As methods of character education, connections of elements of character with mathematical concepts, broader view of the world, or problem solving are appeared. From the results of the research, we suggest the followings. We need to set the teacher's roles in character education. Mathematics textbooks should include various elements of character for effective character education. In addition to development of quality materials for character education in mathematics education, teacher education programs should include character education in mathematics education.

• Journal of Korea Game Society
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• v.13 no.6
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• pp.95-110
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• 2013

Current up-to-date courses of study put emphasis on raising creative students. However, the cramming methods of teaching mathematics in the school seems far from the creativity and the number of students who feels mathematics difficult is increasing. To overcome this situation, the government proposed 'the mathematics education using storytelling', which leads to lots of developments of mathematics using serious game in many areas. However most of the current serious games couldn't do away with the deductive framework of mathematics, which makes it impossible to achieve the purpose of raising creative students. This is because existing mathematics serious games have not deeply contemplated many aspects such as the purpose and theories of teaching and teaching mathematics. Therefore, in order to overcome the limitations of cramming methods in existing mathematics educations, this research proposes the new method of developing serious game contents for elementary geometry that is useful to improve mathematical intuition, based on RME, the theory of teaching/learning mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.3
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• pp.541-554
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• 2013

Recently, storytelling was emphasized in mathematics education for students to have interest in mathematics and active attitude about the mathematics. Storytelling can provide a meaningful mathematical context that motivates children to learning mathematics actively. And also, the power of storytelling for engaging children in mathematics learning was evident in the many research. According to this trend, the new mathematics textbook applying storytelling was developed. Already this textbook applying storytelling was used in grade 1-2 in 2013. Grade 3-4 will use this new textbook in 2014 and grade 5-6 will use new textbook in 2015. This study reviewed the mathematics educational meaning of storytelling and discussed the educational rationale of introducing the storytelling in mathematics education, and offered practical teaching method for applying storytelling in mathematics instruction.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.63-81
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• 2014

Korean students have shown high achievements on the cognitive domain of mathematics in a range of international assessment tests. On the affective domain, however, significantly low achievements have been reported. Among the factors in the affective domain, this article discusses on the value of mathematics in the perspective of Michael Polanyi's philosophy, which centers personal knowledge and tacit knowing. Polanyi emphasizes abstractness and generalization in mathematics accompanied by intellectual beauty and passion. In his perspective, therefore, utilitarian aspects and usefulness of mathematics imparted through linguistic representations have limits in motivating students to learn mathematics. Students must be motivated from recognition of the value of mathematics formed through participating authentic mathematical problem solving activity with immersion, tension, confusion, passion, joy and the like.

• Journal of Educational Research in Mathematics
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• v.21 no.3
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• pp.261-278
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• 2011

Definitions in elementary school mathematics textbooks are given to represent mathematical contents in terms of mathematical symbols and terms. In this study, we investigate the definitions in elementary school mathematics textbooks of the 7th and the revised 2007 curricula to comparatively analyze their contents and the way they are stated and suggest implications on teaching and learning mathematics.