• Title/Summary/Keyword: mathematics instruction

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The Effect of Essay Writing-Centered Mathematics Teaching on Problem Solving and Mathematical Disposition (서술형 수학 쓰기 수업이 초등학생의 문제해결 및 수학적 성향에 미치는 효과)

  • Kim, Hyosun;Oh, Youngyoul
    • Communications of Mathematical Education
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    • v.28 no.1
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    • pp.131-154
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    • 2014
  • The purpose of this study was to examine the effect of essay writing-centered mathematics instruction on problem solving and mathematical deposition in the elementary school. For the present study, two 6th grade classes with equivalent achievement in terms of problem solving and mathematical disposition based on the pretest. A total of 15 mathematics lessons focused on writing activities were administered to the experiment group for two months, while the textbook-based traditional lessons were given to the comparison group. Both quantitative and qualitative methods were adopted to analyze the data. The results of the present study showed that essay writing-centered mathematics teaching is statistically superior that the textbook-based mathematics teaching with respect to students' problem solving and mathematical disposition. In addition, it was evidenced that essay writing-centered mathematics instruction makes an influence on students' perceptions toward essay-based assessment in a positive way.

A Study on Didactical Contracts as Hidden Rules in Managing Mathematics Class (수학과 수업 운영의 숨겨진 규칙으로서의 교수학적 계약에 관한 연구)

  • Park Kyo-Sik
    • Journal of Educational Research in Mathematics
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    • v.16 no.1
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    • pp.43-58
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    • 2006
  • An objective of this paper is to discuss the didactical contracts which have been conceptualized by Brousseau. He modelled mathematics instruction as a game. In such game, didactical contracts existed as its own hidden rules which teacher and student should obey Brousseau introduced it to reveal certain hidden rules which regulates mathematics instruction. Those rules are implicit and reciprocal. In particular, it is not revealed until students break. He defined didactical contracts as teacher's behaviour and corresponding students 'behaviour in order to define it operationally. He he did not define it in psychological and epistemological dimension. But it is necessary to discuss teacher's belief system and epistemology, since teacher's behaviour in instruction is affected by them. He also did not discuss fully teacher's breaking of didactical contracts.

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A Study for Improving Differentiated Mathematics Instruction Using Open Problems and Inventing Open Problems in the Elementary School (초등학교 수준별 수학 수업에서 열린 문제의 활용과 열린 문제 구성 방법에 관한 연구)

  • Lee, Chong-Young
    • School Mathematics
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    • v.14 no.3
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    • pp.315-330
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    • 2012
  • Mathematics educators have tried to teach mathematics to all students who are at any mathematical level by differentiated math instruction from late 1990s in Korea. The common differentiated math instruction separates students into two or three groups according to their mathematical ability and then different activities and tasks are given to each group. This kind of instruction fosters negative attitudes to mathematics to low level students and fix them at low level. So I investigated new mathematics instruction considering able students and low attainers at the same time. This new method is based on using open problems in math class. All students can respond to an open problem in different ways. If teachers could relate all varieties of answers got from students at every level to build good understanding the concept which the problem target at, low attainers could move to their potential developmental levels. This kind of instruction can change low math attainers' negative attitudes to good ones to mathematics and foster their confidence in performing mathematics.

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Mathematics instruction that classified by level, it applied the portfolio (포트폴리오를 활용한 수학과 수준별 수업)

  • Lee, Jun-Ik;Choi, Kyoung-Min
    • Journal of the Korean School Mathematics Society
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    • v.10 no.4
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    • pp.437-453
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    • 2007
  • In this thesis, look around about problems of the present mathematics education, and then it devised the alternative plan to improvement of educational spot that mathematics instruction which considers an individual differences it applied the portfolio. To minimize the level deepening of knowledge, we choose the instruction which classified by level in the classroom. Above all things, we lay emphasis on searching the method to student for oneself can feedback about studying contents. We also carry out this method to students in Sang Dong middle school from 2002 to 2005. Therefore, we develop the instruction it applied the portfolio, to effectual studying participation of the students. Go through this process, we settle down the instruction which classified by level it applied the portfolio in the classroom at 2005 and produce a result that the instruction have an positive effect on the students' cognitive and sentimental filed.

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A Study on the didactic transposition of the pre-service elementary school teachers for Mathematics instruction (수학수업을 위한 예비초등교사의 교수학적 변환 고찰)

  • Kwon, Sungyong
    • Journal of the Korean School Mathematics Society
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    • v.22 no.4
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    • pp.415-438
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    • 2019
  • The purpose of this study is to examine what aspects of mathematical activities in elementary school mathematics textbooks pre-service school teachers pay attention to in the process of didactic transposition. To do this, the third grade students of the College of Education were asked to analyze the activities of the elementary mathematics textbooks and then select a lesson activities as needed to modify or supplement the activities. As a result of the study, in the process of revising textbook activities for mathematics lessons, pre-service teachers pay attention to whether the textbook activities provide concrete activities, whether they induce student motivation, and whether there is overlap between classes activities. For the didactic transposition of textbook activities for mathematics lessons, pre-service teachers were able to comprehensively utilize relevant curriculum documents such as national curriculum and teachers' manual for checking the goals and achievement standards and lesson objectives.

The Effects of Leaner-Centered Mathematical Instructions on Students' Reasoning Ability and Achievement (학습자 중심 수학 수업이 학생의 추론 능력과 학업성취도에 미치는 영향: 초등학교 4학년 분수 및 다각형 단원을 중심으로)

  • Cha, So-Jeong;Kim, Jinho
    • Education of Primary School Mathematics
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    • v.24 no.1
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    • pp.43-69
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    • 2021
  • The purpose of this study is to confirm the influences of learner-centered instruction on learners' achievement and reason ability. In order to accomplish them, the fraction unit and the polygonal unit in the fourth grade were implemented with teaching methods and materials suitable for learner-centered mathematics instruction. Some conclusions could be drawn from the results as follows: First, learner-centered mathematics instruction has a more positive effect on learning of learned knowledge and generating unlearned knowledge in the experimental period than teacher-centered instructions. Second, learner-centered instruction makes an influence of low learning ability on getting achievement positively. Third, as the experimental treatment is repeated, learner-centered instruction has a positive effect on students' reasoning ability. The reasoning ability of students showed a difference in the comparison between the experimental group and the comparative group, and within the experimental group, there was a positive effect of the extension of the positive reasoning ability. Fourth, it can be estimated that the development of students' reasoning ability interchangeably affected their generation test results.

An Analysis of Novice Teachers' Pedagogical Content Knowledge in Elementary Mathematics Teaching (초등학교 수학 수업에 나타난 초임교사의 교수학적 내용 지식 분석)

  • Kim, Yu-Kyung;Pang, Jeong-Suk
    • Journal of the Korean School Mathematics Society
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    • v.15 no.1
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    • pp.27-51
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    • 2012
  • This paper analyzed the pedagogical content knowledge (PCK) presented in three novice teachers' mathematics instruction. PCK was analyzed in terms of the knowledge of mathematics content, the knowledge of students' understanding, and the knowledge of teaching methods. Teacher A executed a concept-oriented instruction with manipulative materials because she had difficulties in learning mathematics during her childhood. Teacher B attempted to implement an inquiry-centered instruction in the lesson of looking for the area of a trapezoid. Teacher C focused on the real-life connection to mathematics instruction. There were substantial differences among the teachers' PCK revealed in mathematics teaching, depending on their instructional goals. The detailed analyses of three teachers' teaching in terms of their PCK will give rise to the issues and suggestions of professional development for beginning elementary school teachers in mathematics teaching.

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An Analysis of Mathematics Instruction for Professional Development of Elementary School Teachers for Gifted (초등 영재 교사의 수업 전문성 신장을 위한 수학 수업 사례 분석)

  • Kim, MinJeong;Pang, JeongSuk
    • Education of Primary School Mathematics
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    • v.19 no.2
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    • pp.143-160
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    • 2016
  • Despite the recent increasing interest in classroom expertise of teachers for gifted there has been lack of research on exploring or analyzing the components of classes for gifted tailored to the characteristics of each subject matter Given this, this study looked for the components of performance domain of classes for gifted in mathematics and then analyzed one teacher's 12 lessons in terms of the components. The features of the lessons included the establishment of classroom atmosphere by considering the characteristics of mathematically gifted students, the introduction of or expansion to mathematically enriched tasks, promotion to mathematically higher thinking, and emphasis of mathematical pattern, connections, and utility. This study is expected for researchers to provide a practical case on how to analyze elementary classes for gifted in mathematics. It also helps teachers who teach gifted students to develop professional vision of mathematics instruction and to increase their classroom expertise.

The Effects of Digital Storytelling on Mathematical Communication Apprehension in 6th graders' Mathematics Instruction (초등학교 6학년 수학수업에 적용한 디지털 스토리텔링이 수학적 의사소통불안에 미치는 효과 분석)

  • Choi, Byoung Hun
    • Education of Primary School Mathematics
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    • v.17 no.1
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    • pp.41-56
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    • 2014
  • The purpose of this study was to investigate how Storytelling in Mathematics Instruction effects students' mathematical communication apprehension. In order to do this, I selected two grade six classes with no significant difference on the Communication Apprehension(CA) test. I applied normal story telling and digital story telling to each of the classes for ten weeks then analyzed the effects through the post CA test. As a result, for Normal Storytelling Class (NSC), there was no meaningful difference in the ex ante and ex post CA test results. However, for Digital Storytelling Class (DSC), there was a meaningful difference in regards to the communication apprehension subgroup. Also, between the two NSC and DSC groups' post CA results, there was a meaningful difference in mathematics lesson and subgroup factors. Consequently, these results suggest the appliance of Digital Storytelling helps lower CA in $6^{th}$ graders participation in math class and subgroup.

A Case Study of Teacher's Role in Inquiry-Oriented Mathematics Instruction: Centered on Science High School Students (탐구-중심 수학 수업에서 교사의 역할에 관한 사례연구: 과학고등학교 학생들을 중심으로)

  • Kim, Ik-Pyo
    • Journal of the Korean School Mathematics Society
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    • v.11 no.2
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    • pp.177-199
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    • 2008
  • In the Netherlands, Streefland(Elbers, 2003) gave a solution on how teachers can help students to participate in the process of knowledge construction by investigating constructions and activities of a community of inquiry for a primary school students(between 11 and 13 years of age). In Australia, Goos(2004) analyzed the teacher's role in creating a classroom culture of inquiry, which appeared to be taken for granted by the Grade 12 group, for the Grade 11 students by classroom observation and interviews. In Korea, because of diverse obstacles with a university entrance examination, a study about teacher's role in inquiry-oriented instruction for high school mathematics schooling has rarely appeared in the literature. The purpose of this study is to investigate teacher's role for promoting and managing inquiry-oriented mathematics instruction effectively by a case study. To fulfill this purpose, we develop inquiry-oriented instruction model by investigating teacher's role as an assistant for helping students to do mathematical activity.

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