• Research in Mathematical Education
• /
• v.27 no.1
• /
• pp.151-156
• /
• 2024

Mathematics Classrooms that Students Love, Grade 1: Numbers and Operations is a book that reviews student-centered educational strategies in mathematics, contrasting the teacher-centered approach. The book included lesson plans, transcriptions, and annotated comments for imperative instructional practices. Drawing from a range of effective instructional practices, it explores how student engagement and enjoyment in mathematics can be fostered through innovative lesson structures, activities, and discussions.

• Journal of Elementary Mathematics Education in Korea
• /
• v.20 no.4
• /
• pp.601-625
• /
• 2016

In this study, I hoped to reveal the understanding of pre-service elementary teachers about proportional reasoning and the traits of proportional reasoning strategy used by pre-service elementary teachers. The results of this study are as follows. Pre-service elementary teachers should deal with various proportional reasoning tasks and make a conscious effort to analyze proportional reasoning task and investigate various proportional reasoning strategies through teacher education program. It is necessary that pre-service elementary teachers supplement the lacking tasks such as qualitative reasoning and distinction between proportional situation and non-proportional situation. Finally, It is suggested to preform the future research on teachers' errors and mis-conceptions of proportional reasoning.

• East Asian mathematical journal
• /
• v.26 no.4
• /
• pp.553-579
• /
• 2010

Geometric education emphasize reasoning ability and spatial sense through development of logical thinking and intuitions in space. Researches about space understanding go along with investigations of space perception ability which is composed of space relationship, space visualization, space direction etc. Especially space visualization is one of the factors which try conclusion with geometric problem solving. But studies about space visualization are limited to middle school geometric education, studies in elementary level haven't been done until now. Namely, discussions about elementary students' space visualization process and ability in plane or space figures is deficient in relation to geometric problem solving. This paper examines these aspects, especially in relation to plane and space problem solving in elementary levels. Firstly we propose the analysis frame to investigate a visualization process for plane problem solving and a visualization ability for space problem solving. Nextly we select 13 elementary students, and observe closely how a visualization process is progress and how a visualization ability is played role in geometric problem solving. Together with these analyses, we propose concrete examples of visualization ability which make a road to geometric problem solving. Through these analysis, this paper aims at deriving various discussions about visualization in geometric problem solving of the elementary mathematics.

• Communications of Mathematical Education
• /
• v.35 no.3
• /
• pp.213-231
• /
• 2021

This study is intended to investigate contents related to parents' perception and satisfaction level of school mathematics curriculum. Based on the results, this study intended to deduce implications for mathematics education in schools, child education, and parent education. According to the result of the survey, the more positively the parents perceived the value of the mathematics learning, the more positively the child perceived, and the higher the parent's participation rate in mathematics-related education was. In terms of perception of teaching and learning activities, it showed that the willingness to participate in educational programs was lower for the parents of middle and high school students than the parents of elementary school students and the parents of elementary school students also showed higher satisfaction level of school mathematics curriculum. parents have perceived the necessity of teaching and mathematics education to develop artificial intelligence or data analysis skills. It was also found that the parents of middle and high school students' participation experience in education had an effect on the satisfaction level of their children's math teacher's class preparedness. Parents perceived positively to how pragmatic mathematics curriculum can be and provided answers to what they wish in specific mathematics classes in learning methods and future mathematics learning. As this is for educational experts to consider much in-depth in the future, this study suggested the need for diverse parents' education related to mathematics including the expansion of mathematics education with parents' participation, the creation of a mathematics learning environment for future mathematics learning.

• Journal of Elementary Mathematics Education in Korea
• /
• v.18 no.1
• /
• pp.37-62
• /
• 2014

In this thesis, we inquire into teaching method of decimal fraction concept in elementary mathematics education based on measurement activity. For this purpose, our research tasks are as follows: First, we design a experimental learning-teaching plan of 'decimal fraction' unit in 4th grade textbook and verify its effect. Second, after teaching experiment using experimental learning-teaching plan, we analyze the student's status of understanding about decimal fraction concept. As stated above, we have performed teaching experiment which is ruled by new lesson design and analysed the effects of teaching experiment. Through this study, we obtained the following results. First, introduction of decimal fraction based on measurement activity promotes student's understanding of measuring number and decimal notation. Second, operator concept of decimal fraction is widely used in daily life. Its usage is suitable for elementary mathematics education within the decimal notation system. Third, a teaching method of times concepts using place value expansion of decimal fraction is more meaningful and has less possibility of misunderstanding than mechanical shift of decimal point. Fourth, teaching decimal fraction through the decimal expansion helps students with understanding of digit 0 contained in decimal fraction, comparing of size and place value. Fifth, students have difficulties in understanding conversion process of decimal fraction into decimal notation system using measurement activity. It can be done easily when fraction is used. However, that is breach to curriculum. It is necessary to succeed research for this.

• Journal of Elementary Mathematics Education in Korea
• /
• v.10 no.2
• /
• pp.107-126
• /
• 2006

In this paper we deal with the concept and definition of giftedness, the difference between giftedness and talent, and introduce the gifted education policy and current affairs, identification principle and methods of gifted children and so on there in New Zealand and also we introduce how the current affairs for gifted education there in New Zealand is different with ours. Finally, 1 have suggested a gifted education program of mathematics which can be used in Year 7(6th grade here in Korea) with the assistance of Brian Storey who is the coworker of this paper.

• Communications of Mathematical Education
• /
• v.29 no.3
• /
• pp.353-372
• /
• 2015

This study investigated how to utilize number line related number concept learning and analyzed problems related utilization of number line focused on natural number and rational number(fraction, decimal), in elementary school mathematics textbook. The purpose of this study is to identify desirable direction about the utilization of number line, based on analysis of the introduction of time, introduction contents and utilization method in elementary school mathematics textbook.

• Journal of Elementary Mathematics Education in Korea
• /
• v.2 no.1
• /
• pp.41-59
• /
• 1998

Today's gifted students will be tomorrow's leaders in goverment, economies, technology, sciences, and all other areas of human endeavor. these students have a right to partcipate in school programs that will help them reach their special potentions. The school have on obligation to provide flexible and effective programs for gifted. In this study is to know in broad generalities for identifying methods mathematics gifted, the instructional environment, teaching methods in the regular classroom, enrichment program contents, evaluating student and program contents.

• School Mathematics
• /
• v.17 no.2
• /
• pp.179-202
• /
• 2015

In this research, I explored how to apply the history of mathematics in teacher education and investigated the applicability of Chosun Sanhak (mathematics of Chosun Dynasty) as the program that enriched the mathematical knowledge for teaching of prospective elementary school teachers. This program included not only mathematical knowledge but also socio-cultural knowledge and connection knowledge. Prospective teachers participated in various mathematical activities such as explaining, reasoning and problem solving in this program. The effects of this program are as follows. Prospective teachers learned the subject matter knowledge(SMK) which was helpful in teaching basic concepts and skills of elementary mathematics. Next, this program produced the pedagogical content knowledge(PCK) to prospective teachers by giving ideas how to teach.

• Journal of Elementary Mathematics Education in Korea
• /
• v.19 no.4
• /
• pp.625-647
• /
• 2015

How a pre-service teacher understands and comments on mathematics instruction can serve as the foundation of her teaching expertise. Given that prospective teachers observe demonstrative mathematics teaching implemented by an in-service teacher and make a comment on it during their practicum period, this paper specified the levels of their ability in commenting on mathematics instruction and explored the characteristics of such levels. It is significant that this paper provides a systematic and comprehensive analysis of such levels in terms of topic, agent, stance, evidence, and alternative perspective. The results of this study showed that the commenting levels may be classified by Level 1 (fragmentary), Level 2 (inspective), and Level 3 (analytical), and that the most frequent level of this study was at Level 2. Multiple regression analysis demonstrated that stance is the most influential in determining the levels of comments among their analytic components. An analysis of the participants' anecdotes showed that the experience of observing demonstrative teaching during the practicum may have impact on the belief of mathematics instruction and self-image as a teacher. Building on these results, this paper provides implications of teacher preparation programs to enhance prospective teachers' ability to analyze elementary mathematics lessons.