• Research in Mathematical Education
• /
• v.25 no.3
• /
• pp.201-225
• /
• 2022

This paper details case study vignettes that focus on enhancing the teaching and learning of geometry and measurement in the elementary grades with attention to pedagogical practices for teaching through problem solving with rigor and centering equitable teaching practices. Rigor is a matter of equity and opportunity (Dana Center, 2019). Rigor matters for each and every student and yet research indicates historically disadvantaged and underserved groups have more of an opportunity gap when it comes to rigorous mathematics instruction (NCTM, 2020). Along with providing a conceptual framework that focuses on the importance of equitable instruction, our study unpacks ways teachers can leverage their deep understanding of geometry and measurement learning trajectories to amplify the mathematics through rigorous problems using multiple approaches including learning by doing, challenged-based and mathematical modeling instruction. Through these vignettes, we provide examples of tasks taught through rigorous problem solving approaches that support conceptual teaching and learning of geometry and measurement. Specifically, each of the three vignettes presented includes a task that was implemented in an elementary classroom and a vertically articulated task that engaged teachers in a professional learning workshop. By beginning with elementary tasks to more sophisticated concepts in higher grades, we demonstrate how vertically articulating a deeper understanding of the learning trajectory in geometric thinking can add to the rigor of the mathematics.

• Journal of the Korean School Mathematics Society
• /
• v.26 no.2
• /
• pp.71-86
• /
• 2023

In this paper, we sought for instructional methods to guarantee equitable access to successful mathematics learning for students with a low economic status. For the purpose, we analyzed the PISA2012 data to investigate the effect of diversity-inclusive instruction and teacher-student relationship on mathematics achievement of Korean students with a low economic status. The analysis showed that there was a positive correlation between diversity-inclusive instruction and the mathematics achievement of the students. In addition, it indicated a partial mediating effect of teacher-student relationship between diversity-inclusive instruction and the mathematics achievement of the students. Further analysis is necessary to examine the effect of diversity-inclusive instruction on the achievement of students from deprived backgrounds. Based on the results, we discuss the implications for the improvement of mathematics instruction to guarantee educational equity for all students.

• Research in Mathematical Education
• /
• v.22 no.1
• /
• pp.19-33
• /
• 2019

While the field of mathematics education strives to promote equitable mathematics learning and identifies it as a core instructional practice, less is known about its effective enactment. As teachers' teaching practices are dependent on their views and beliefs, this study investigated 133 elementary pre-service teachers' (PSTs') interpretations of diverse learners' learning experiences and proposed accommodations for them as reflected in their lesson planning process. Findings showed that PSTs came up with some strategies that are often suggested in teacher education literature, such as using multiple modes of representation and various grouping strategies. However, their responses were generic in nature rather than specific to diverse learners. Also, it was noted that many PSTs' interchangeably referred to the English Language Learners (ELLs), struggling learners, and culturally diverse learners, inferring that they thought that culturally diverse students must have been ELLs and that ELLs or culturally diverse students must have been weaker students in math. We found that the PSTs used their own frames while filtering and discarding information about diverse student populations to develop instructional plans, rather than based on the results of assessments of learning. We suggest that it is the critical first step to unwrap PSTs' unproven assumptions to better equip them for working with all of their future students.

• The Journal of the Korea Contents Association
• /
• v.21 no.11
• /
• pp.224-233
• /
• 2021

The aim of this study was to describe how a teacher used technologies to improve underserved student's learning in a low-resourced rural elementary classroom and provide implications for teachers' use of technology. The in-depth case study was conducted in a one-student classroom setting that isolated the fifth grader from social and collaborative learning opportunities. The qualitative data was collected in forms of classroom observation field notes, teacher interviews, student interviews and student's reflection journals. Findings are as follows: First, technology partakes an import role in a one-student classroom to support student's collaborative learning. Second, to overcome a digital divide, the teacher created a technology-enhanced environment with alternative methods of her own and supplemented teacher-created resources. Third, the teacher used technologies to support adaptive instruction based on student's needs.

• The Korean Journal of Emergency Medical Services
• /
• v.13 no.1
• /
• pp.19-33
• /
• 2009

Purpose : To check the legal relation between rescue team and patient as well as legal responsibility for patient's damage intentionally or erroneously caused by rescue member, a public official, in the performance of relevant job ; to prevent legal dispute over rescue team and to present program for fair settlement of dispute and equitable and feasible burden of damage. Method : First, the legal principle of Civil Law, Criminal Law and Administrative Law related to the theme of this research will be investigated around research by literature. Second, the case of dispute related to rescue team will be introduced. Result: 1. If 119 rescue members as a public official intentionally or erroneously cause damage to patient in the performance of job, they shall bear civil, criminal and administrative responsibility. They shall bear civil responsibility for indemnity for damage due to default or tort. The typical criminal responsibility includes accidental homicide arising out of duty, preparing falsified official document, dereliction of duty, etc. In the administrative side, the state is responsible for indemnity for peculiar status of the rescue member, public official. 2. Though raising civil petition or legal dispute over unsatisfactory rescue service may be reasonable to guarantee the right of nation, such action may cause stress to rescue member as well as may lead to mental shrinking and defensive attitude only to take the basic first aid treatment which has low possibility of mistake instead of active first aid treatment so as to avoid legal responsibility. 3. The program that may prevent legal dispute over 119 rescue team includes expansion of manpower specialized in first aid treatment, enhancement of education on legal environment, development and application of standard job guideline, formation of mutual trust with patient, detailed explanation, preparing and keeping minute record, improvement of the rescue members' ability of first aid treatment and development of medical instruction mode. Conclusion : The best policy is to prevent legal dispute. If it is impossible to basically exclude the possibility of dispute, however, we need to make effort to minimize the occurrence, settle fairly and divide damage equitably and feasibly. To improve the preventible death rate of our first aid system to the level of advanced country, 119 rescue team which is in charge of the stage before hospital needs to positively enforce special first aid by improving the qualitative level of rescue service and to strive to prevent legal dispute that may occur in the process.