• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.149-162
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• 2016

The focus of the present study is to seek the ways of using popular culture for teaching mathematics. Thus, this study theoretically investigated concepts of popular culture and the meanings of using popular culture for mathematics teaching and learning. And the current study analyzed both the influence of popular culture of mathematics learning and how mathematics is represented through popular culture. Finally, this study suggested teaching models using popular culture and implications for further research in mathematics education about popular culture.

• East Asian mathematical journal
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• v.29 no.4
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• pp.355-392
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• 2013

Generally school algebra is to start with introducing variables and algebraic expressions, which have major cognitive obstacles to students in the transfer from arithmetic to algebra. But the recent studies in the teaching school algebra argue the algebraic thinking from an early algebraic point of view. We compare the Korean elementary mathematics textbooks with Americans from this perspective. First, we discuss the history of school algebra in the school curriculum. And Second, we investigate the recent studies in relation to early algebra. We clarify the goals of this study(the importance of early algebra in the elementary school) through these discussions. Next we examine closely the number sense in the arithmetic and the symbol sense in the algebra. And we conclude that the operation sense can connect these senses within early algebra using the algebraic thinking. Finally, we compare the elementary mathematics books between Korean and American according to the components of the operation sense. In this comparative study, we identify a possibility of teaching algebraic thinking in the elementary mathematics and early algebra can be introduced to the elementary mathematics textbooks from aspects of the operation sense.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.1-19
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• 2006

It is generally accepted that fostering creative thinking is a core in mathematics education and accumulating research products on that topic is really needed. In this study, I hoped to investigate and verify that in mathematics education it was possible to cultivate creative thinking through various and divergent activities, For this purpose, I delat with some illustrations, in which students learned mathematics through the operational activities using teaching tools, problem solving and problem posing activities, and finally they seemed to foster creative mathematical thinking. In conclusion of this paper, I have suggested that in math education those activities should be used to cultivate students' creative thinking in kindergarten or early elementary school. Also I asserted that it is urgently need to store up research products about various materials and methods for those mathematics teaching and learning.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.123-140
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• 1997

Researchers have insisted that mathematics should be learned not as a product but as a process. Nevertheless school mathematics has chosen ‘top-down’ method and has usually instilled into the mind of students the mathematical concepts in the form of product. Consequently school mathematics has been teamed by students without the process of inquiring and mathematical thinking. According to Freudenthal, it is a major source of all problems of mathematics education. He suggested mathematising as the method for 'teaching to think mathematically' 'Teaching to think mathematically' through the process of mathematization, interpreting and analysing mathematics as an activity, is a means to embody the purpose of mathematics education.

• School Mathematics
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• v.13 no.3
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• pp.385-404
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• 2011

Currently, reflective teaching has been actively studied in terms of teachers' professional development relating to classroom instruction. The present study looked at, using the method of a case study, the differences between a novice and an experienced elementary school mathematics teachers' beliefs demonstrated during their reflective teaching. The findings of the study show that at the intial stage of reflective teaching, the novice teacher identified few errors during class and was not enthusiastic about applying the results of her reflective teaching due to lack of confidence. By contrast, the experienced teacher identified more errors during class than the novice teacher and had fewer reflections due to a sense of confidence. As the teachers' engagement in reflective teaching increased with time, they both felt the need for advice from experts on mathematics teaching and directed their attention to interactions with their students away from teacher-centered instruction. Further, the novice teacher engaged in more teacher-student interactions than the experienced teacher, and the experienced teacher increased the frequency of teaching reflection. Based on the findings, the article suggests a number of implications for the cooperative reflective teaching between novice and experienced teachers and the improvement of classroom instruction.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.509-531
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• 2011

This study is to determine if teaching of measuring the area of plane figures in elementary school is successful. While they teach to measure the area of figures in elementary school, students don't measure the segment of the figure directly until now. The figures are presented with auxiliary line and numerical information. When students measure the area of such figure, they do only substitute the number and calculate it. This study found that such teaching is not successful and propose the new teaching method of measuring the plane figures.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.71-104
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• 2016

The aim of this study is to look into the didactical background for teaching percent in elementary school mathematics and offer suggestions to improve teaching percent in the future. In order to attain these purposes, this study examined key ideas with respect to the didactical background on teaching percent through a theoretical consideration regarding various studies on percent. Based on such examination, this study compared and analyzed textbooks used in the United States, the United Kingdom, and South Korea. In the light of such theoretical consideration and analytical results, this study provided suggestions for improving teaching percent in elementary schools in Korea as follows: giving much weight on percent, emphasizing the concept of percent as a ratio, underlining the various kinds of change problems, emphasizing informal strategies of students before teaching the percent formula, and utilizing various models actively.

• School Mathematics
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• v.15 no.2
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• pp.337-352
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• 2013

The purpose of this study is to evaluate the efficacy of teaching methods among elementary school math teachers in terms of student achievement in examinations. Results are based upon data from two elementary schools. The evaluation criteria of fifteen items was modified from Ryang's original MTEBI sixteen items to measure elementary school teachers' math teaching efficacy. The result of this study could be summarized as follows. The students were divided into two groups according to teaching efficiency: higher teaching efficiency and lower teaching efficiency. A comparison of math tests taken by students from these groups demonstrates a significant statistical difference. Students with teachers in the lower efficiency group are likely to under-perform. In consequence, teachers' self-efficiency in math is considered to affect students' learning achievement in mathematics.

• Journal of Educational Research in Mathematics
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• v.9 no.2
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• pp.405-418
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• 1999

In this paper, we tried to establish the concept of 'Mathematics for Elementary Teachers(MET)'. There are 4 kinds of Mathematics for Teachers(MT). MET is one of tried to establish the concept in contradistinction to school mathematics(SM), mathematics, and Teaching Materials(TM). We suggested the outline of MET by suggesting the parts to which SM, MTs. The concept of MET is established variously according to various views. Here, we mathematics, and TM can not approach.

• School Mathematics
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• v.19 no.3
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• pp.617-638
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• 2017

In order to make a connection in teaching similar concepts between mathematics and science in teaching similar concepts, this paper analyzed the contents related to capacity, volume, weight, and mass in the mathematics and science textbooks aligned with the national elementary curriculum. We first explored when to present such topics in both textbooks, and then analyzed in what ways the topics were addressed in terms of quantitative comparison, vocabulary, units of measurement, measurement, tools for measurement, estimation, and connections to real life. The results of this study showed that there were some aspects emphasized in common both in mathematics and science textbooks. The analysis of this study also demonstrated subtle but considerable differences according to the characteristics of two subject matters. Based on these results, this paper provides implications for elementary school teachers to consider in teaching capacity, volume, weight, and mass through mathematics and science lessons.