• Title/Summary/Keyword: mathematics instruction

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An improvement of feedback mathematics instruction based upon the survey (피드백 수학수업의 실태조사에 따른 운영방식 개선)

  • 원승준;남주현
    • Journal of Educational Research in Mathematics
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    • v.12 no.3
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    • pp.313-329
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    • 2002
  • The importance of professor's outline in a feedback instruction was examined through various documents and the way in which the evaluation was fulfilled in Korean educational environment and its reflection upon the evaluation result were investigated by means of research. Based upon the survey results in connection with the progress and basis of teachers' on the spot feedback mathematics instruction in schools, it was found that most of teachers who engaged in feedback mathematics instruction were going over the most frequently missed problems. I proposed that we should bring up the point at issue and grasp its tendency of a class and entire group's results by means of a relative comparative analysis method, and thereupon establish a fixed category and choose substantial feedback scholarship according to that category. From this basis, the sub-sequent research topics include the substantial feedback effects of the selected problems that should be given priority, a group analysed and classified by means of comparison of tendency as well as feedback outline depended on students' characteristic, and the determining factors of tendency(a condition of professors, a level of students, geographical difference(s), and gender difference(s), etc...).

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A Survey of Elementary school teachers' perceptions of mathematics instruction (수학수업에 대한 초등교사의 인식 조사)

  • Kwon, Sungyong
    • 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.

Situated Theory and Two Kinds of Mathematics Instructional Beliefs of Teachers

  • Zhang Xiaogui
    • Research in Mathematical Education
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    • v.10 no.2 s.26
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    • pp.103-113
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    • 2006
  • The mathematics instructional beliefs of a teacher include the exterior mathematics instructional beliefs and the internal mathematics instructional beliefs. These two kinds of beliefs are formed in two kinds of different situations. The situated theory thinks that beliefs are related with the situations; so, the two kinds of beliefs are showed in the different situations. The internal instructional mathematics beliefs effect on the actual mathematics instruction, they ought to be noticeable.

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Effect of mathematics instruction with students' questions using question card (질문 카드를 활용한 질문이 있는 수학 수업의 효과)

  • Sung, Chang-Geun
    • Education of Primary School Mathematics
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    • v.19 no.3
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    • pp.249-260
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    • 2016
  • The purpose of this study was to analyze the effectiveness of an instruction to enhance students' questioning, that is 'mathematics instruction with students' question using question card' In order to achieve the goal of this study, research questions were established as follows. Is there any significant improvement on perception of mathematics classroom culture through 'mathematics instruction with students question using question card' Is there any significant improvement on mathematics learning attitude through 'mathematics instruction with students question using question card' The findings of this experimental results were obtained as follows. There was significant statistical difference in perception of mathematics classroom culture between the experimental group and control group. It also shown that instruction with students' questioning improved participants' mathematics learning attitude. In conclusion, the instruction with students' questioning using question card can be effective teaching strategy of improving students' perception of mathematics classroom culture and mathematics learning attitude.

Prospective Teachers' Analysis and Conception of Elementary Mathematics Instruction (예비 교사의 초등 수학 수업 분석과 인식)

  • Pang, Jeong-Suk
    • Journal of Elementary Mathematics Education in Korea
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    • v.15 no.2
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    • pp.221-246
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    • 2011
  • One of the main purposes in prospective elementary teacher education is to prepare for teaching each subject matter. For this purpose, it is necessary to explore how prospective teachers may analyze elementary mathematics instruction and they perceive their analytic foci. This study probed in what ways prospective teachers analyzed elementary mathematics instruction using two video cases. The results of this study showed that prospective teachers focused mainly on instructional strategies, specifically with regard to whether such strategies would be adequate both for mathematical content to be taught and for students' characteristics. They also focused on the effective use of instructional materials as well as the case teacher's adequate feedback. Prospective teachers claimed to have analytic foci not only on the degree of attainment of instructional purposes but also on students' responses and interest. Given this result, this paper includes several issues related to help prospective teachers prepare for better teaching.

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The Change of Prospective Teachers' Comments on Elementary Mathematics Instruction by Teaching Practicum and Discussion about Lessons (교육실습 및 수업 논의를 통한 예비 교사들의 초등 수학 수업에 대한 비평 변화)

  • Pang, JeongSuk;Sunwoo, Jin
    • Journal of Elementary Mathematics Education in Korea
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    • v.20 no.2
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    • pp.259-281
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    • 2016
  • Teaching practicum plays a significant role in teacher education program because it provides pre-service teachers with an opportunity to apply what they have learned to the actual teaching contexts. As such, it needs to be conducted in terms of close collaboration between university and school. Given that, in a mathematics methods course the prospective teachers in this study had an opportunity to discuss mathematics lessons they had implemented during their teaching practicum. This paper analyzed in what ways prospective teachers' comments on elementary mathematics instruction were changed through this experience. The results of this study showed that in late comment the teachers tended to focus more on mathematical discourse, consider not only the teacher of the lesson but also students, and suggest alternative approaches on the classroom events they had noticed. It is noticeable that the results analyzed by researchers were consistent with prospective teachers' self-assessment. Building on these results, this paper provides implications of teacher preparation programs to enhance prospective teachers' ability to analyze elementary mathematics lessons.

Case Study of Mathematical Pedagogy for Prospective Elementary Teachers in the US (미국의 초등 예비교사를 위한 수학 교수법에 관한 사례 연구)

  • Pang, Jeong-Suk
    • Journal of Elementary Mathematics Education in Korea
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    • v.15 no.3
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    • pp.487-507
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    • 2011
  • Despite the recent increased attention to mathematics teacher education there have been lack of empirical studies on how to teach teachers. A study of mathematics instruction for prospective teachers can be conducted either by a teacher educator's critical reflection on her teaching or by observation of others' teaching practices. This paper was from the author's observation of a mathematics instruction course for future elementary teachers at the University of California at Irvine. As such this paper described in detail how the course was implemented throughout the quarter and drew implications for a teacher preparation program in Korea. As the course had a specific purpose of promoting future teachers' expertise in mathematics instruction and employed various strategies that were different from a typical university course, this paper is expected to provide teacher educators with the insight of an alternative teaching style and to provoke discussion of how to connect theory to practice for effective teacher education.

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A Study on the Strategy to Use Literature in Mathematics Instruction (문학 작품을 활용한 수학 학습 지도 방안 연구)

  • Kim, Jeong-Ha
    • School Mathematics
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    • v.11 no.1
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    • pp.187-206
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    • 2009
  • This study considers the role of Mathematics as a language and the value of reading in the mathematics class. Linking mathematics instruction to literature has become popular in recent year for variety of reason. We want to illuminate the meaning of literature-based Mathematics. We suggest the viewpoint of how to appropriately select math-related literature. The focus of this study is to suggest how to use children's literature to effectively teach mathematics. Through attention to the mathematics in literature, we motivate students and provoke students' interest for mathematics. Children's literature, what is more, helps students connect mathematical ideas to their personal experience and realize that mathematics is a spontaneous and natural expression of human minds. Literature in mathematics class provides students advanced mathematical thinking for problem solving.

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An Analysis of Mathematics Instruction Focused on Discourse-Based Communication (담화 중심 수학적 의사소통 수업의 분석)

  • Kim, Sang-Hwa;Pang, Jeong-Suk
    • Journal of Elementary Mathematics Education in Korea
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    • v.14 no.3
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    • pp.523-545
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    • 2010
  • Mathematical communication has been emphasized not only as the process of learning mathematics but also as the objective of mathematics education. However, little studies have been conducted with regard to what to consider and how to implement in the actual classroom for promoting mathematical communication. Given this background, this paper implemented a mathematics instruction in each of 2nd, 4th, and 6th grade classrooms in which specific learning objectives were considered to promote discourse-based mathematical communication. It then analyzed the degree by which such learning objectives were achieved and the linguistic interactions between the teacher and students in each classroom. This paper finally provided issues and suggestions for effective discourse-based instruction in mathematics classroom by analyzing similarities and differences among the three classrooms.

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An evaluation on the quality of mathematics instruction for 8th grade based on the instructional quality profile (교수 질 프로필(IQP)에 기반한 중학교 2학년 수학과 교수의 질 분석)

  • Lee, Bongju;Han, Inki;Suh, Boeuk
    • East Asian mathematical journal
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    • v.34 no.2
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    • pp.103-125
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    • 2018
  • This study was conducted as a part of the project to evaluate the quality of mathematics instruction in the national curriculum system. The purpose of this study is to measure the consistency between teaching goals of mathematics curriculum, contents presentation of textbooks, and testing including adequacy of each element in mathematics instruction for 8th grade. To do this, we used MIQP (instructional quality profile for Mathematics) developed basing on the instructional quality profile (IQP) in the previous research of the project. First, the quality of textbooks' content presentation for 8th grade was found that the desirable levels in number and operation area and geometric area was relatively less compared to other areas, but it was generally good. Second, it was found that the quality of mathematics testing for 8th grade was good in terms of consistency with the curriculum's teaching goals, consistency with the content presentation of textbooks, and adequacy of testing. However, regional differences in the quality of testing showed that there were some deficiencies in regions outside the metropolitan.