• Title/Summary/Keyword: perceptions of mathematics

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Learners' Perceptions and Experiences of Using e-Textbooks in Online Learning Environment

  • LEE, Sunghye;CHAE, Yoojung;CHOI, Kyoungae
    • Educational Technology International
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    • v.20 no.2
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    • pp.195-221
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    • 2019
  • This study explored middle and high school students' learning experiences using e-textbooks in online learning courses. Data were collected from in-depth interviews. The interviewees for this study were 19 students who enrolled voluntarily in an online mathematics and science inquiry program, actively participated in the online learning. The students generally have high academic achievement and motivation for learning in science and mathematics. Data were analyzed based on a grounded theory approach. As a result, the characteristics of the online learning environment using e-textbooks were conceptualized via three different categories including temporal, spatial, and technical. Such characteristics of the learning environment were able to provoke self-directed learning, extended learning, interactive learning, in-depth learning, improved ICT literacy, and formation of positive emotions and learning habits. Most of the learners showed positive feedback towards the use of e-textbooks, while some mentioned the technical limitations compared to conventional paper-based learning. This study suggested that e-textbooks are likely to induce positive experiences for learners in the context of online learning, so it is necessary to design contents that utilize various functions and advantages of electronic teaching materials in order to use e-textbooks effectively.

Analysis of teachers' perceptions on elementary mathematics textbooks according to the 2015 revised curriculum (2015 개정 교육과정에 따른 초등 수학교과용 도서에 대한 교사의 인식 분석)

  • Kim, Jeongha
    • Journal of Elementary Mathematics Education in Korea
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    • v.23 no.4
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    • pp.507-527
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    • 2019
  • At the time when textbooks were developed and applied according to the 2015 revised curriculum and At the time of developing new test textbooks, it is necessary to examine the contents of the textbooks based on the 2015 revised curriculum and the responses of field teachers. Therefore, this study conducted a questionnaire survey for elementary school teachers on how teachers perceive and evaluate elementary mathematics textbooks (math textbooks, mathematics learning books, teacher guidebooks) developed and applied based on the 2015 revised curriculum. The results were analyzed.

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Middle School Students' Perceptions about and Mathematical Proficiency in Constructed-Response Items (수학 논술형 문항에 대한 중학생들의 인식 및 수학적 숙련도)

  • Park, SeokSun;Kim, Gooyeon
    • Journal of the Korean School Mathematics Society
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    • v.16 no.1
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    • pp.63-86
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    • 2013
  • This study aimed to explore how middle school students perceive constructed-response items and how they solve those items and the patterns of the processes. For this purpose, data were collected from middle school students through survey, written responses on those items that were developed for this particular purpose, and interviews. The survey data were analyzed by using Excel and the written responses and interview data qualitatively. The findings about the students' perceptions about the constructed-response items suggested that the middle school students perceive the items primarily as involving writing solutions logically(17%) and being capable of explaining while solving them(7%). The most difficulties they encounter when solving the items were understanding(26%), applying(12%), mathematical writing(25%), computing(23%), and reasoning(14%). The findings about the students' mathematical proficiencies showed that they made an error most in reasoning (35%), then in understanding(31%), in applying(9%), and least in computing(3%).

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The Effect of Using Graphing Calculators on Students' Understanding Functions and Attitudes Towards Mathematics and Graphing Calculators

  • Kwon, Oh-Nam;Kim, Min-Kyeong
    • Research in Mathematical Education
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    • v.4 no.1
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    • pp.1-22
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    • 2000
  • The purpose of this study was to investigate the effects of using graphing calculators on students' understanding of the linear and quadratic function concepts. The populators of this study are tenth graders at high school in Seoul, one class for the treatment group and another class for the comparison group, and experiment period is 14 weeks including two weeks for school regular exams.Function tests used in the study was proposed which described a conceptual knowledge of functions in terms of the following components: a) Conceptual understanding, b) Interpreting a function in terms of a verbal experission, c) Translating between different representations of functions, and d) Mathematical modeling a real-world situation using functions. Even though the group test means of the individual components of conceptual understanding, interpreting, translating, mathematical modeling did not differ significantly, there is evidence that the two groups differed in their performance on conceptual understanding. It was shown that students learned algebra using graphing calculators view graphs more globally. The attitude survey assessed students' attitudes and perceptions about the value of mathematics, the usefulness of graphs in mathematics, mathematical confidence, mathematics anxiety, and their feelings about calculators. The overall t-test was not statistically significant, but the students in the treatment group showed significantly different levels of anxiety toward mathematics.

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The utilization of cooperative microteaching for pre-service mathematics teachers (중등수학 예비교사 교육에서 협동마이크로티칭의 활용 가능성 탐색)

  • Lee, BongJu;Yun, Yong Sik
    • The Mathematical Education
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    • v.53 no.3
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    • pp.399-412
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    • 2014
  • The purpose of this article is to suggest using cooperative microteaching in pre-service mathematics teachers education based on their perceptions of it after actual application case. The background of this study is that cooperative learning came into the highlight as a good method to cultivate teachers' competencies for creativity and character education as well as students' creativity and character in the mathematics classroom. 20 pre-service mathematics teachers participated in their cooperative microteaching and 16 of them responded to the survey. The collected data showed that the merits of cooperative microteaching are to ease the burden of preparing for class, to discuss how to teach mathematics, to debate what lesson is better, to receive valuable feedback form their peer, and so on. Also, it provided them with the chance for self-improvement in that they kept to make up for the week points in their teaching behavior. Meanwhile, they wanted longer time to experience their teaching and their own lesson.

A Study on the Elementary Teachers' Perception of the Storytelling-based Mathematics Textbook (스토리텔링 기반 수학 교과서에 관한 초등교사의 인식 조사)

  • Park, Yoon Ja;Kim, Kwon Wook
    • East Asian mathematical journal
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    • v.31 no.4
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    • pp.587-607
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    • 2015
  • The 4th grade storytelling-based mathematics textbook according to the 2009 revised curriculum was introduced in 2013. This study analyzed and investigated their perceptions regarding the storytelling teaching and learning, the effects of the introduction of storytelling, the reconstruction of storytelling, the problems and improvements of the textbook and their feelings of the storytelling lessons. For this objective, we administered the open and multiple choice surveys to fifty 4th grade teachers who had taught storytelling mathematics in 2013~2014 school years, four of them gave in-depth interviews as well. The purpose of this study is to obtain implications for the effective and reliable settlement of the storytelling teaching and learning.

Childcare Teachers' Perceptions and Practices on Integrating Music-Mathematics Activities (보육교사의 음악-수학 통합활동에 대한 인식과 실제)

  • Suhyun Kwon;Jung Ah Choi
    • Korean Journal of Childcare and Education
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    • v.20 no.2
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    • pp.17-37
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    • 2024
  • Objective: This study aimed to examine childcare teachers' perceptions and practice of music-math integrated activities, and their understanding of these activities. Methods: This study involved 201 childcare teachers from Seoul and surrounding areas. Surveys were employed to collect data on their background, implementation of music-math integrated activities, and the challenges they encountered. Additionally, a tool was also developed and utilized to measure the actual understanding of these activities. Data were analyzed using t-tests and ANOVA. Results: The results indicated that while teachers recognize the importance of integrated activities, they seldom implement them due to challenges related to resources and comprehension of concepts. Significant differences in the understanding of these activities were found based on teachers' experience, workplace type, age group of children under their care, and education level. Conclusion/Implications: In conclusion, the findings emphasize the necessity for the development and provision of pre-service and in-service training programs, along with support in educational materials for childcare teachers. These efforts are crucial to facilitate the effective implementation of music-math integrated activities.

A Study on the Difficulties of Pre-service Mathematics Teachers in the Discrete Mathematics Learning (예비 수학교사들이 이산수학 학습에서 겪는 어려움 분석)

  • Rim, Haemee;Jeon, Youngju
    • Journal of the Korean School Mathematics Society
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    • v.23 no.1
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    • pp.89-109
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    • 2020
  • This study aims to improve teacher education by analyzing the causes and backgrounds of which pre-service mathematics teachers experience learning difficulties on the topic of discrete mathematics. To this end, we conducted a questionnaire and an evaluation on the topic of discrete mathematics, and the obtained data were analyzed. The results show that (1) pre-service mathematics teachers need to share their perceptions of the need for discrete mathematics education; (2) a review of the adequacy of the discrete mathematical content and its credits are required; (3) the causes of their learning difficulties need to be looked at from a different perspective than the learning factors. And two implications were obtained. First, it is necessary to study the systematicity and sequence of content elements of discrete mathematics in the aspect of its continuity of curriculum of secondary school and university. Second, it is required consideration for adjusting the ratio of discrete mathematics to secondary teachers' employment examination.

A Survey of Elementary School Teachers' Perceptions of the Implementation of Mathematical Connections (수학적 연결성 구현에 대한 초등 교사들의 인식과 실태 조사)

  • Kim, YuKyung
    • Journal of the Korean School Mathematics Society
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    • v.16 no.3
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    • pp.601-620
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    • 2013
  • The purpose of this study was to investigate elementary school teachers' perceptions of the implementation of mathematical connections. For this purpose, a survey was conducted with teachers in a random sample across the country, and questionnaires completed by 567 teachers from 28 elementary schools were analyzed. The results of this study showed that teachers recognized intellectual connections more than social connections as mathematical connections need to be done in class. They recognized that connections between mathematical concepts and real-life in intellectual connections were realized more frequently in mathematics classes. In the methods of mathematical connections, the use of reasoning and reflection of students' activity results did not occur frequently. For resources many teachers wanted practice giving real lessons. On the basis of these results, this paper provides several implications for future research on implementing mathematical connections.

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Elementary School Teachers' Perception on the Need of Professional Development in Mathematics (수학 교과 전문성 개발 필요에 대한 초등 교사의 인식)

  • Park, Jukyung
    • Education of Primary School Mathematics
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    • v.23 no.4
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    • pp.191-206
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    • 2020
  • The purpose of this study was to find an implication for a direction to improve professional development in mathematics by exploring elementary school teachers' perception of the need for professional development in mathematics. To this end, 4 elementary school teachers were organized into one focus group, and group discussion materials were collected and analyzed based on cases of mathematics professional development needs. As a result of the study, the elementary school teachers' perception that the need for professional development in mathematics is both unnecessary and necessary. The perception of unnecessary was influenced by the easy level of elementary school mathematics content and the ease of teaching. Also, the perception of necessary factors were considering various aspects of mathematics teaching, changing the accumulation of failures in mathematics classes, maintaining authority of students, demand for class improvement due to social change, the impact of school work, the influence of the community of professional development and peers in school, and efforts to grow as teachers. Based on these results, the author discussed ways to promote teachers' participation in mathematics professional development by considering elementary school teachers' perceptions of the need of mathematics professional development.