• Title/Summary/Keyword: mathematics instruction

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The Relationship between Teacher, Instruction Variables and Students - Achievement based on TIMSS-1999 - (교사, 수업 변인과 학생 성취도의 상관관계 - TIMSS-1999 결과 분석 -)

  • Han, Kyeonghye-Hye
    • The Mathematical Education
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    • v.44 no.3 s.110
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    • pp.409-433
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    • 2005
  • This article is to provide information on school contexts for learning and instruction of mathematics based on the results and data of TIMSS 1999. It is organized around two major topics: teacher and students achievement, instruction and students achievement In this article the following summarizes the major findings. First, about $50\%$ of Korean eight-grade students were taught mathematics by teachers in their 30s, and this was higher than the international average. Most of teachers in Korea had certification of teachers majors in mathematics. Korean teachers reported relatively low confidence to teach mathematics compared to other counties. And Korean students taught by teachers who believes they were well prepared attained low achievement scores in contrast to international result. Second, korean teachers spent about $50\%$ of their formally scheduled school time teaching their subject, but is was below the international average. They spent much more time on administrative duties and other related activities than other countries. Korean students reported that most of their class time were spent lecture style presentations by teacher. Also they reported that teachers showed them how to do mathematics. The percentages of Korean students were placed on the low level of index of emphasis on mathematics reasoning and problem-solving. The students taught by teachers who emphasized reasoning and problem-solving showed low achievement scores in contrast with result of the previous literatures. Korean teachers didn't seem to emphasize homework and assessments. Internationally, teachers frequently used teacher-made objective tests and projects or practical exercises, but Korean teachers die less in most of categories. Based on the above findings, this article presents implications about teacher education, reduction of administrative working in teachers tasks, using everyday life topics, as learning materials, specialization instruction methods for each subject matter. This article is a kind of descriptive and factual in nature, but some attempt has been made to contextualize these results focused on teachers and instruction.

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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.

On the Instruction of Decimal Concept based on the Theory of Didactical Situations (교수학적 상황론에 기초한 소수 지도 상황 분석)

  • 홍진곤
    • School Mathematics
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    • v.1 no.2
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    • pp.417-431
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    • 1999
  • In this study, I consider Brousseau's theory of didactical situation focused on 'the development process of situations', and analyze some examples of didactical situation related to instruction of 'decimal' concept. To elaborate situations which really make a mathematical notion function, we have to analyze the essence of the notion, and to construct the situation which can be developed to situations of 'action-formulation-validation - institutionalization'. From this view, it can be said that the instruction of decimal concept in our country mainly lies in the situations of 'action' and 'institutionalization'. we have to provide more situations of 'formulation' and 'institutionalization' which can connect 'action' and 'institutionalization'.

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Mathematical Creativity in Mathematics Education (수학교육과 수학적 창의성)

  • Whang, Woo-Hyung;Choi, Kye-Hyen;Kim, Kyung-Mi;Lee, Myeong-Hui
    • Communications of Mathematical Education
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    • v.20 no.4 s.28
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    • pp.561-574
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    • 2006
  • Mathematical creativity has been confused with general creativity or mathematical problem solving ability in many studies. Also, it is considered as a special talent that only a few mathematicians and gifted students could possess. However, this paper revisited the mathematical creativity from a mathematics educator's point of view and attempted to redefine its definition. This paper proposes a model of creativity in school mathematics. It also proposes that the basis for mathematical creativity is in the understanding of basic mathematical concept and structure.

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A comparative study on the mathematics curriculum of Korea and Japan in the last of 20 century (1) - focusing on 7he elementary school Mathematics curriculum mainly - (20세기 말 개정된 한국과 일본의 수학과 교육과정 비교(1) - 초등학교 수학과 교육과정을 중심으로 -)

  • 임문규
    • Journal of Educational Research in Mathematics
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    • v.11 no.2
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    • pp.257-271
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    • 2001
  • This study investigated the new revised Mathematics curriculums of elementary schools in Korea and Japan at the end of the 20th century. The comparison was made especially with revising direction, purposes, and contents of elementary school mathematics curriculum in both countries. I began by comparing and confirming the ratio of instruction hours of Mathematics to the total instruction hours of all the subjects at as whole. This comparison was done of the elementary and middle school mathematics. The next part of the study was to compare in detail the purposes of revised mathematics in elementary and middle schools of both countries. Particular attentions was paid to the important revised points of Japanese elementary school Mathematics. Finally, I concluded by comparing the contents of elementary school Mathematics of the two countries. New mathematic text books in both countries having been published by revised curriculum, puts the future task in comparing, in detail, the concrete contents of each textbook.

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The Analysis of Mathematical Abilities and Mathematization in the Mathematising Experience Instruction for Elementary Students (수학화 경험 수업에서 나타난 초등학생의 수학적 능력 및 수학화 분석)

  • Kim Yoon-Jin;Kim Min-Kyeong
    • The Mathematical Education
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    • v.45 no.3 s.114
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    • pp.345-365
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    • 2006
  • This study, to effectively teach the concepts, principles and problem solving ability of the 2nd graders' learning of numbers and operations, offers realistic problem situation and focuses on the learning based on 'mathematization', one of the most important principles of RME (Realistic Mathematics Education) which is the mathematics education trend of Netherlands influenced by Freudenthal's theory. The instruction is applied to forty-one students of the 2nd grader for six weeks in twelve series in an elementary school, located in Seoul. To investigate the effects of the mathematising experience instruction for improving mathematical abilities, the group takes tests before and after the instruction. Also the qualitative analysis on the students' mathematising aspects through students' output at the instruction process is taken into account to evaluate the instruction's effects. The result shows that the mathematising experience instruction for improving mathematical abilities is proved to improve students' understanding of mathematical concepts and principles and their problem solving ability in learning numbers and operations after carrying out this instruction. Also the result indicates that students' mathematising aspects are mostly horizontal and vertical mathematization.

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An Analysis of the Characteristics of Effective Mathematics Instruction in the Elementary School (초등학교 우수 수업 동영상에 나타난 좋은 수학 수업의 특징 분석)

  • Pang, JeongSuk;Kwon, Misun;Kim, Jeongwon
    • Journal of Elementary Mathematics Education in Korea
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    • v.16 no.3
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    • pp.403-426
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    • 2012
  • This paper analyzed 20 teaching practices of elementary mathematics lessons which were recognized as effective instruction by the local educational offices throughout Korea, using an analytic framework with 4 main domains (i.e., curriculum and content, teaching and learning, classroom environment and atmosphere, and assessment) and a total of 44 sub-elements. The results of this study showed that the lessons focused on the key mathematics concepts according to the national mathematics curriculum and learning objectives, managed students in terms of shared rules within each classroom, and evaluated students' understanding of the concepts at the end of the lesson. However, the lessons did not foster students' calculation skills and only partly used either technology or game. Building on the related studies, this paper included implications of implementing high-quality mathematics instruction.

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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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The effects of revised problem based instruction on raising achievement of mathematics underachievers (문제중심보완수업이 수학과 문제해결력 및 학업성취에 미치는 영향)

  • Lee Hyuk-Jea;Lim Mun Kyu
    • Education of Primary School Mathematics
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    • v.8 no.2 s.16
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    • pp.115-128
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    • 2004
  • This study is based on the observation of preceded research that problem based instruction is effective in acquiring advanced mathematical knowledge but is not effective for raising mathematical achievement. The treatment of this experimental research is named 'revised problem based instruction' because it adds an expository session to the original problem based instruction. Then the purpose of this study is to make sure that revised problem based instruction is effective in raising mathematical achievement of underachievers.

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The Learner-Centered Mathematics Instruction and Performance Assessment (학습자 중심 수학 수업과 수행평가)

  • Kim, Jin-Ho
    • Journal of Elementary Mathematics Education in Korea
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    • v.12 no.1
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    • pp.47-58
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    • 2008
  • The 7th national curriculum shifts the fundamental spirit from teachercentered to learner-centered instruction. According to the shift, performance assessment has been emphasized in schools rather than using a variety of standardized tests. However, some researchers and educational policy-makers recently asserted that we need to return to the kind of standardized tests used in the past, giving up performance assessment, for it can actually not be implemented in classroom. This paper is written to refute their assertion. Performance assessment prove one's real worth when it is implemented in learner-centered instruction. Therefore, some assessment methods are discussed which can be used during learner-centered instruction.

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