• Title/Summary/Keyword: mathematics instruction

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On an Analysis of Mathematics Instruction by Scaffolding (비계설정을 통한 수학 교수-학습에 대한 연구)

  • Choi Soon Og;Chong Yeong Ok
    • Journal of Educational Research in Mathematics
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    • v.15 no.1
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    • pp.57-74
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    • 2005
  • The aim of this study is to reflect Vygotsky's theory of Zone of Proximal Development and other scholars' scaffolding theories emboding the theory and to examine the effects of mathematics instruction by scaffolding. The subjects of this study consist of 8 fifth graders attending S elementary school which is located in San-Chung county. The teaching-learning processes were videotaped and analysed according to scaffolding components. The results between pretest and posttest regarding to fraction were compared and the responses of students to a questionnaire on the mathematical attitude before and after the teaching experiment. It concludes that mathematics instruction by scaffolding was effective to improve students' mathematical learning ability and positive mathematical attitude.

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School Administrators' Perspectives of Effective Mathematics Instruction and Comparison to Teachers' Perspectives (좋은 수학 수업에 대한 학교 관리자의 인식 조사 및 초등 교사와의 인식 비교)

  • Kwon, MiSun;Pang, JeongSuk
    • Education of Primary School Mathematics
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    • v.19 no.4
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    • pp.329-347
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    • 2016
  • This paper investigated the views of effective mathematics instruction on the part of school administrators, and then compared and contrasted such views with those of elementary school teachers based on the previous study. A total of 32 school administrators participated in this study and responded to three types of the questionnaire. The results of this study showed that school administrators regarded good mathematics teaching as using concrete materials and teaching students to think. School administrators put their first priority on curriculum and content among four main domains of good mathematics teaching, and did on constructing curriculum among seven sub-domains of good mathematics teaching. They agreed that good mathematics teaching includes teaching by reconstructing the curriculum according to students' various levels and teaching to emphasize the connection among mathematical concepts. However, they thought that good mathematics teaching might not include teaching for fluent calculation or teaching in well-equipped learning environment. The results of comparison of perspectives regarding good mathematics teaching between school administrators and teachers showed remarkably similar tendency. However, a noticeable difference was that school administrators agreed more than elementary school teachers with regard to the 20 elements related to effective mathematics instruction. This paper closes with implications based on the similarities and differences regarding effective mathematics instruction perceived by school administrators and teachers.

Effects of Mathematics Instruction that Emphasize the Mathematical Communication (수학적 의사소통을 강조한 수학 학습 지도의 효과)

  • 이종희;최승현;김선희
    • The Mathematical Education
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    • v.41 no.2
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    • pp.157-172
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    • 2002
  • The purpose of this study is to improve middle students'mathematical communication ability. We designed the mathematics instruction model based on Vygotsky's ZPD to develop the mathematical communication ability, and applied to 2nd grade students in Middle School. And we investigated the significant differences between the group which was instructed with mathematical communication and the group which was instructed with teacher's traditional explanation in aspects of learning achievement, mathematical disposition, and mathematical communication abilities. The results of the study are as follows : 1. There is no significant difference in learning achievement within significance level .05 between the group which was instructed with mathematical communication and the group which was instructed with teacher's traditional explanation by t-test. 2. There is a significant difference in reflection within significance level .01 and in self-confidence within significance level .10 by MANCOVA. 3. There is a significant difference in mathematical communication ability within significance level .01 between two groups by covariance analysis. In particular, there is a significant difference in reading within significance level .01 and in speaking within significance level .05 by t-test.

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Elementary and Secondary School Teachers' Perspectives of Effective Mathematics Teaching

  • PANG, JeongSuk;KWON, Mi Sun
    • Research in Mathematical Education
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    • v.19 no.2
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    • pp.141-153
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    • 2015
  • This paper compares and contrasts the perspectives of effective mathematics teaching by 135 elementary school teachers, 132 middle school teachers, and 124 high school teachers using a questionnaire in South Korea. All groups of teachers chose in common the teaching and learning strand as the most important for effective mathematics instruction. However, elementary school teachers placed greater importance on the curriculum and content strand than their counterparts did. Elementary school teachers tended to agree more upon the 48 items related to good mathematics teaching than their counterparts did. The similarities and differences among the groups of teachers are expected to provoke discussion of what constitutes high-quality mathematics instruction and how such perspectives may be situated in the socio-cultural context.

'The Knowledge Quartet' as a framework of analyzing teacher knowledge in mathematics instruction (수학 수업에서 드러나는 교사 지식을 분석하기 위한 틀로서의 '교사 지식의 사중주(Knowledge Quartet)')

  • Pang, JeongSuk;Jung, Yookyung
    • The Mathematical Education
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    • v.52 no.4
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    • pp.567-586
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    • 2013
  • The purpose of this study was to introduce the Knowledge Quartet (KQ) framework by which we can analyze teacher knowledge revealed in teaching mathematics. Specifically, this paper addressed how the KQ framework has been developed and employed in the context of research on teacher knowledge. In order to make the framework accessible, this paper analyzed an elementary school teacher's knowledge in teaching her fifth grade students how to figure out the area of a trapezoid using the four dimensions of the KQ (i.e., foundation, transformation, connection, and contingency). This paper is expected to provide mathematics educators with a basis of understanding the nature of teacher knowledge in teaching mathematics and to induce further detailed analyses of teacher knowledge using some dimensions of the KQ framework.

Analysis on the peer assessment results and the attributes of mathematics pre-service teachers' virtual instruction (수학 예비교사의 가상 수업 시연의 특징 및 동료 예비교사의 평가)

  • Kim, Sun Hee
    • The Mathematical Education
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    • v.52 no.4
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    • pp.465-481
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    • 2013
  • In this study, 27 pre-service teachers presented virtual mathematics instruction to develop his/her own teaching practice ability. I found several attributes in their virtual mathematics instruction such as connecting contents, asking justification, encouraging students' communication, representing variously, and using ICT etc. These will be the characteristics of the future mathematics class. When peer pre-service teachers assess presenter's instruction quantitatively, there are differences in the results between expert and pre-service teachers. Pre-service teachers didn't find the elements of student self assessment or group assessment and communication activities at the virtual instruction. When they assess peers' virtual instruction qualitatively, the results are specific or new ones compared with the quantitative assessment elements. Thus I suggested some implications for the mathematics pre-service teachers' virtual instruction in the view of teacher education.

Establishing Classroom Culture Supporting Harmonious Communication in Mathematics Instruction (수학 수업 중 원활한 의사소통이 이루어지는 교실문화 형성하기)

  • Kim, Jin-Ho
    • Education of Primary School Mathematics
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    • v.12 no.2
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    • pp.99-115
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    • 2009
  • One of remarkable characteristics of 2007 revised mathematics national curriculum is the emphasis of communication in classroom. It does not mean only listening students' comments. In other words, it is different from presentation of individuals' thoughts. In the paper, teaching and learning practices required teachers who want to establish classroom culture supporting harmonious communication in mathematics instruction.

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Professional Development of Prospective Elementary School Teachers by the Analysis of Mathematical Tasks (수학 과제 분석을 통한 예비 초등 교사의 전문성 신장)

  • Pang, Jeong-Suk
    • The Mathematical Education
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    • v.46 no.4
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    • pp.465-482
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    • 2007
  • The purpose of this study was to explore how pre-service elementary school teachers participate in a course specifically designed to help them learn how to analyze instruction in terms of the levels of cognitive demand of mathematical tasks. This paper describes what prospective teachers learned while reading the cases of "implementing standards-based mathematics instruction", analyzing all tasks of one unit in one elementary mathematics textbook, observing master teachers' mathematics instruction as well as their colleagues during the practicum period, and developing their own cases on the basis of the design and implementation of instruction focused on mathematical tasks. This paper includes various reflections of the prospective teachers.

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Conceptual errors related to zero by secondary school gifted student and preservice teachers (중학교 영재학생과 예비교사의 영(0)에 관한 인식과 오류)

  • Park, Jee-Hyun
    • The Mathematical Education
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    • v.46 no.4
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    • pp.357-369
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    • 2007
  • Teachers and students' knowledge of zero was investigated through data collected from 16 preservice secondary mathematics teachers and 20 gifted secondary school students. Results showed that these teachers and students had an inadequate knowledge about zero. They exhibited a reluctance to accept zero as an attribute for classification, confusion as to whether or not zero is a number, and stable patterns of computational error. Although leachers and researchers have long recognized the value of analyzing student errors for diagnosis and remediation, students have not been encouraged to take advantage of errors as learning opportunities in mathematics instruction. The article suggests using errors as springboards for inquiry in action, discusses its potential contributions to mathematics instruction by analyzing students and preservice teachers errors related to zero.

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Understanding Prospective Teachers' Verbal Intervention through Teachers' Group Work Monitoring Routines

  • Pak, Byungeun
    • Research in Mathematical Education
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    • v.23 no.4
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    • pp.219-233
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    • 2020
  • Teachers' intervention in small groups is a research area that needs more research attention. Ehrenfeld and Horn (2020) identified teachers' group work monitoring routines that consist of four recurrent talk moves: 1) Initiation, 2) Entry, 3) Focus, and 4) Exit. To better understand prospective teachers' (PTs) intervention in small groups in mathematics classrooms, I investigated how PTs' intervention actions and purposes are related to the monitoring routines, particularly, in terms of Focus moves. I analyzed 26 PTs' responses to four written scenarios, each of which depicts interactions among students in a small group. I identified 1) types of PTs' math talk, 2) types of PTs' non-math talk, 3) types of intervention purposes, and 4) patterns of intervention actions and purposes by scenario. This study contributes to understanding PTs' intervention actions and purposes in mathematics instruction.