• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제26권4호
• /
• pp.311-331
• /
• 2023

This article explores how mathematics teacher educators (MTEs) engaged in collaborative inquiry into the microteaching experiences of preservice teachers (PSTs), ultimately developing a noticing framework through collective MTE inquiry. We delve into the specifics of what MTEs notice focusing on three emerging categories of noticing on PST's microteaching videos-lesson structure, task quality, and teaching practices. Each category, along with MTEs' noticing within these components, is elaborated through vignettes. This approach positions MTEs' noticing as a crucial element in the overarching vision to enhance the teaching practices of PSTs.

• 한국학교수학회논문집
• /
• 제17권4호
• /
• pp.747-769
• /
• 2014

본 연구의 목적은 중등학교 수학과 수업실습의 내실화를 위하여 수업실습 과정에서 실습지도교사의 지도 활동 및 역할에 대한 예비수학교사들의 인식을 알아보는데 있다. 본 연구의 목적을 달성하기 위하여 교육실습을 마친 34명의 예비수학교사를 대상으로 설문 조사 및 포커스 그룹 면담을 실시하였고, 교육실습생들이 수업실습 기간 동안 작성한 교과지도 활동지 또한 수집하여 분석하였다. 설문 결과에 의하면, 예비교사들은 대체로 수업실습 과정에서 실습지도교사의 지도 실태에 대해서 부정적으로 인식하고 있는 것으로 나타났다. 면담 및 교과지도 활동지 분석 결과에 의하면, 실습지도교사의 지도 활동은 주로 수업의 반성 및 평가의 단계에서 이루어지고 있었으며 지도 내용으로는 교수-학습 방법 및 교수-학습 내용적인 측면에 대한 지도가 주로 이루어지고 있었다. 수업실습 과정에서 실습지도교사는 교사교육자, 수업 참관자, 수업 협력자의 역할을 수행하는 것으로 나타났으나, 예비수학교사들의 수학교사로서의 전문성 신장을 위해서는 실습지도교사의 교사교육자 또는 수업 협력자로서의 역할이 보다 강조될 필요가 있다.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제54권2호
• /
• pp.195-206
• /
• 2015

The purpose of this study is to examine the effects of teacher on fourth-grade students' attitudes toward mathematics using data from TIMSS 2011. Students' attitudes toward mathematics included interest in learning mathematics, interest in mathematics lessons, and confidence in their mathematics ability. Teacher factors included mathematics professional development, confidence in teaching mathematics, teacher-centered mathematics instruction, and enhancing student mathematical thinking. The two level Hierarchical Linear Model was employed to analyze the relationship between teacher factors and student attitudes. Results showed that teacher-centered mathematics instruction significantly and positively predicted students' confidence about their mathematics ability. The findings suggest that school systems and mathematics educators need to provide teachers with the curriculum, assessment, and research-based practices and knowledge to overcome the obstacles to change their mathematics classroom.

• East Asian mathematical journal
• /
• 제31권4호
• /
• pp.527-546
• /
• 2015

Mathematics teachers' knowledge and abilities for effective mathematics teaching has been discussed by many mathematics educators and researchers. This study surveyed the perspectives on the knowledge and abilities for good mathematics teaching of inservice and preservice teachers based on their teaching experiences. The perspectives of the two teacher groups about teachers' knowledge and abilities for teaching mathematics are very different. The results from this study are expected to give information on developing teacher education curriculum and programs.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제52권4호
• /
• pp.567-586
• /
• 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.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제26권1호
• /
• pp.31-38
• /
• 2023

Mathematics educators have emphasized the importance of language use in mathematics education. However, previous studies have predominantly focused on the spoken language used in mathematics classrooms, which provides limited information on the written language used by mathematics teachers. The written language reflects the characteristics of the teacher community and social, cultural, and political contexts. Moreover, the written language affects teachers' instructional practices and their students' mathematics learning experiences. Therefore, this study aims to review a study conducted by Lee and Kim (2022) investigating changes in mathematics teachers' pedagogical lexicons.

• 한국학교수학회논문집
• /
• 제9권3호
• /
• pp.265-286
• /
• 2006

본 논문은 수학 교사 학습 및 교수법 변화에 관한 이론적 고찰을 추구하기 위한 노력으로 먼저 교사교육 프로그램의 저변에 암묵적으로 반영되어 있는 지식과 교수 관행간의 관계를 분석하여 교사 학습을 세 가지 개념으로 정리한 후, 각각의 모델이 교사교육에 제공하는 시사점을 고려해보았다. 또한 최근에 새롭게 부각되는 인지의 상황적 사회적 분배적 본질의 핵심적인 아이디어를 바탕으로 각각의 관점이 수학교사 교육에 제공하는 구체적인 시사점을 도출하였다.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제41권2호
• /
• pp.173-187
• /
• 2002

The purpose of this study through ethnographic inquiry is to describe how an elementary teacher teaches mathematics with understanding. The ways that teachers'beliefs affect instructional activities, what means understanding from the view of cognitive psychology, and ethnographic research tradition were reviewed to anchor theoretical background of this study. A third-grade teacher and his 45 students were selected in order to capture vivid and thick descriptions of the teaching and learning activities of mathematics. Three major sources of data, that is, participant-observation with video taping, formal and informal interviews with the teacher and his students, and a variety of official documents were collected. These data were analyzed through two phases: data analysis in the field and after the fieldwork. According to data analysis, ‘teaching mathematics with understanding’ was identified as the teachers central belief of teaching mathematics. In order to implement his belief in teaching practices, the teacher made use of three strategies: ⑴ valuing individual student's own way of understanding, ⑵ bring students' everyday experiences into mathematics classroom, and ⑶ lesson objectivies stated by students. It is suggested for future research that concrete and specific norms of mathematics classroom for the improvement of mathematics understanding are needed to be identified and that experienced and skillful teachers' practical knowledge should be incorporated with theories of teaching mathematics and necessarily paid more attention by mathematics educators.

• 대한수학교육학회지:수학교육학연구
• /
• 제14권4호
• /
• pp.421-434
• /
• 2004

Cognitively Guided Instruction (CGI) is one of the most successful professional development programs for elementary mathematics teachers in US. This article introduces its theoretical background, research-based framework of addition and subtraction work, and how the program has been disseminated. Carpenter and Fennema started CGI aiming to develop a professional development program that focused on research knowledge of children"s thinking. Their goal was. to bring a significant change in teaching by helping teachers understand how children think mathematically. This 3-year NSF funded project grew to be 11-year long, and a number of publications have reported consistent successful learning and teaching by CGI students and teachers compared to counterparts throughout US. CGI′s success by focusing on improving teachers′ knowledge of children′s thinking offers possible opportunities for teacher educators to re-conceptualize teacher education in Korea.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제61권4호
• /
• pp.521-537
• /
• 2022

전례없는 COVID-19 대유행은 교사교육 프로그램에서 일상적으로 예비교사들을 교육하는 방법을 방해함과 동시에 변화를 일으켜 왔다. 본 논문에서는, 두 명의 수학교사교육자들이 COVID-19 대유행동안 대면 수업을 온라인 수업으로 전환하는 과정에 있어 초등수학방법론 교수법을 전용, 변환, 재구성, 수정한 경험을 반성하고자 한다. 협동적인 자기 연구 방법을 사용하여, 우리는 온라인 환경에서 초등수학방법론 수업을 가르치는데 있어 이슈, 도전, 변화, 기회와 혁신에 대해 논의하였다. 지속적 비교 방법을 활용하여, 본 논문에서는 다음 세 가지 주제에 대해 탐구하였다: (1) 가상 교구 사용하기; (2) 예비 교사를 위해 협동적, 상호적, 공유된 학습 경험 만들기; (3) 예비교사들이 학생의 사고에 참여하도록 하기. 본 논문의 결과는 수학교사교육자들의 공학적 교수학적 내용지식을 분석하고, 예비교사들을 위한 협력적인 학습 기회를 만들며, 전문적 학습 공동체에 참여하는 수학교사교육자간의 협력적 자기연구를 설계하는데 시사점을 제공할 것이다.