• School Mathematics
• /
• v.4 no.2
• /
• pp.297-316
• /
• 2002

In this paper, a teaching unit on series of number sentences with patterns is designed according to Wittmann's perspectives. In this paper, series of number sentences wish patterns means number sentences in which some patterns are contained. especially, seven kinds of number sentences wish patterns are offered as basic materials, and fifteen tasks based on these basic materials are offered. These tasks are for ninth grade students and higher grade students. These tasks heap students to recognize patterns, and to understand mechanism underlying in those patterns by looking for patterns and proving whether these patterns are generally hold. As working on these tasks, students can reinforce meaning of algebraic expression, its manipulation, and concept of number series. Students also can reinforce mathematical thinking such as analogical thinking, deductive thinking, etc. In this point, this teaching unit reveal important objectives, contents, and Principles of mathematics education. This teaching unit can also be rich sources for student's activities. Especially, for each task's level is different, each student's personal ability is considered fully. Since teachers can know mathematical facet, psychological facet, and didactical facet holistically, this teaching unit can offer broad possibilities for experimental studies. SD, this leaching unit can be said to be substantial. In this paper, this leaching unit is not applied in classroom directly. Actually such applying in classroom is suggested as follow-up studies. By appling this teaching unit in various classroom, some effective informations for teaching this teaching unit and some particular phenomenons in those teaching processes can be identified, and this teaching unit can be revised to be better one.

• Journal of Fisheries and Marine Sciences Education
• /
• v.28 no.2
• /
• pp.502-514
• /
• 2016

The purpose of this research is to identify the level of number sense, the attitude toward mathematics and the mathematics teaching efficacy of pre-service elementary special education teachers and to verify the mediation effect of mathematics teaching efficacy between number sense and attitude toward mathematics. 70 university students participated in research. The results from this study are as following: First, the level of number sense among pre-service elementary special education teachers was not so high. They had negative attitude toward mathematics and their mathematics teaching efficacy was on the average level. Second, positive correlationships were shown between number sense and attitude toward mathematics and between number sense and mathematics teaching efficacy. The mediating effect of the mathematics teaching efficacy in the relationship between number sense and attitude toward mathematics was found. The limitations of the study and directions for future studies were discussed.

• Quality Improvement in Health Care
• /
• v.1 no.2
• /
• pp.34-43
• /
• 1994

Background: The average hospital stay in most Korean teaching hospitals is longer than that of hospitals in developed countries. The investigation of average hospital stay of teaching hospitals is considered as an important measure to evaluate the effectiveness of hospital management. In this article authors analyzed the relationship of several variables (hospital ownership, number of beds, location of hospitals, number of physician) to length of hospital stay in each clinical department. Methods: The average hospital stay of each clinical department of 184 teaching hospitals was investigated. Authors reviewed the papers of teaching hospitals, that was reported to the Korean Association of Hospitals. Results: The means of hospital stay day of hospitals were not significantly different according to the number of hospital beds and location of hospitals. Only the difference of hospital stay according to ownerships was significant. The length of stay was the highest in public hospitals and the lowest in juridical hospitals. Conclusions: The number of beds and location of hospitals were not associated with the average hospital stay. But ownerships affected the average hospital stay. The national or public hospitals had the longest length of hospital stay. Number of specialists and number of all physicians were closely related to the average hospital stay.

• Research in Mathematical Education
• /
• v.18 no.2
• /
• pp.129-148
• /
• 2014

In this study, we examined the relationships among years of teaching experience, professional rank, number of courses taken, and knowledge of algebra for teaching (KAT). 338 in-service and 376 pre-service secondary mathematics teachers in China completed a KAT questionnaire. Various statistical techniques were employed to examine these relationships. The pre-service participants teachers performed statistically significantly higher in advanced mathematics knowledge than their in-service counterparts. Among the inservice teachers, senior teachers had scored higher in school mathematics and teaching mathematics, compared with junior teachers. Yet participants' advanced mathematics knowledge decreased as their professional rank advanced or their teaching experience increased. The number of courses taken has significantly positive correlation with school mathematics knowledge and advanced mathematics knowledge. The implications of these findings for mathematics teacher education are discussed.

• Research in Mathematical Education
• /
• v.9 no.3 s.23
• /
• pp.257-267
• /
• 2005

When notions of numbers are expanded from natural number to complex number, a similar mathematical phenomenon can be observed in each number. As a case study, to complex number, the phenomenon is investigated carefully and teaching materials are created. Then complex number is expressed with matrices and is geometrically treated, so a new number which is an extension of complex number is discovered. Thus, teaching material regarding to complex number and matrices is made for students of ordinary level. Moreover, for talented students, material about an extension of complex number can be added to the previous one.

• East Asian mathematical journal
• /
• v.40 no.2
• /
• pp.209-229
• /
• 2024

In this study, we design a teaching unit that constructs Pascal graphs and extended Pascal triangles to explore number patterns inherent in them. This teaching unit is designed to consider the diachronic process of teaching-learning by combining Dörfler's theoretical generalization model with Wittmann's design science ideas, which are applied to the didactical practice of mathematization. In the teaching unit, considering the teaching-learning level of prospective teachers who studied discrete mathematics, we generalize the well-known Pascal triangle and its number patterns to extended Pascal triangles which have directed graphs(called Pascal graphs) as geometric models. In this process, the use of symbols and the introduction of variables are exhibited as important means of generalization. It provides practical experiences of mathematization to prospective teachers by going through various steps of the generalization process targeting symbols. This study reflects Wittmann's intention in that well-understood mathematics and the context of the first type of empirical research as structure-genetic didactical analysis are considered in the design of the learning environment.

• Journal of Elementary Mathematics Education in Korea
• /
• v.14 no.3
• /
• pp.745-768
• /
• 2010

The purpose of this study at gifted students' solving ability of the given study task by using all knowledge and tools which encompass mathematical contents and curriculums, and developing the teaching learning materials of gifted students in accordance with their level which tan enhance their mathematical thinking ability and develop creative idea. With these considerations in mind, this paper sought for the standard and procedures of teaching learning materials development according to the levels for the education of the mathematically gifted students. presented the procedure model of material development, produced teaching learning methods according to levels in the task of figurate number, and developed prototypes and examples of teaching learning materials for the mathematically gifted students. Based on the prototype of teaching learning materials for the gifted students in mathematics in accordance with their level, this research developed the materials for students and materials for teachers, and performed the modification and complement of material through the field application and verification. It confirmed various solving processes and mathematical thinking levels by analyzing the figurate number tasks. This result will contribute to solving the study task by using all knowledge and tools of mathematical contents and curriculums that encompass various mathematically gifted students, and provide the direction of the learning contents and teaching learning materials which can promote the development of mathematically gifted students.

• School Mathematics
• /
• v.5 no.3
• /
• pp.385-399
• /
• 2003

In our present elementary mathematics curriculum, natural numbers are taught by using the a method of one-to-one correspondence or counting operation which are not related to measurement, and fractional numbers are taught by using a method which is partially related to measurement. The most serious limitation of these teaching methods is that natural numbers and fractional numbers are separated. To overcome this limitation, Dewey and Davydov insisted that the natural number and the fractional number should be taught by measurement of quantity. In this article, we suggested a method of teaching the natural number and the fractional number by measurement of quantity based on the claims of Dewey and Davydov, and compare it with our current method. In conclusion, we drew some educational implications of teaching the natural number and the fractional number by measurement of quantity as follows. First, the concepts of the natural number and the fractional number evolve from measurement of quantity. Second, the process of transition from the natural number to the fractional number became to continuous. Third, the natural number, the fractional number, and their lower categories are closely related.

• Journal of the Korean School Mathematics Society
• /
• v.9 no.1
• /
• pp.57-76
• /
• 2006

In this paper, we generalized number partion problems in elementary situations to number partition models that provide some mathematical problem situations for experiencing mathematising of secondary pre-service teachers. We designed substantial teaching units entitled 'the inquiry intof number partition models' through 4 steps: (1) key problems, (2) integration from the view of partition, (3) defining partition (4) a real practice of inquiry into models. This teaching unit can contribute to secondary pre-service teacher education as follows: first, This teaching unit have pre-service teachers experience mathemtising. second, This teaching unit have pre-service teachers see the connection between school mathematics and academic mathematics. third, This teaching unit have pre-service teachers foster their mathematical creativity.

• Journal of Korean Elementary Science Education
• /
• v.26 no.2
• /
• pp.192-200
• /
• 2007

In this study, we investigated the variables related to the science teaching efficacy beliefs of pre-service and in-service elementary school teachers. The participants were 176 freshmen and 260 seniors from an university of education and 234 teachers from 25 elementary schools located in Jeonju. Variables concerning pre-service teachers include their sex, career/study tracks (science or non-science), and the number of science courses taken either at high school or at university. Variables concerning in-service teachers include their sex, academic degree, the frequency and type of participation in science in-service training, and their teaching career experience. The Science Teaching Efficacy Beliefs Instrument was used to measure teachers' self-efficacy beliefs. The results indicated that the personal science teaching efficacy belief scores of seniors were significantly lower than those of freshmen and in-service teachers, whereas the science teaching outcome expectancy scores of seniors were significantly higher than those of freshmen. Among variables investigated, sex, career/study track, the number of science courses taken at high school, and the frequency and type of participation in science in-service training were found to significantly influence teachers' science teaching efficacy beliefs.