• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.181-200
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• 2013

This study aimed at exploring how an instructor constructs meanings through content-based instruction (CBI) offered to pre-service teachers majoring in early childhood education. The course, early childhood mathematics education, was conducted during the spring semester in 2011. This study adopted a narrative inquiry, and data were collected through observations, interviews, and work samples. This study found that during the whole process from the preparation phase to the end-of-program evaluation, the instructor captured diverse challenging moments. During the preparation phase, she needed to have careful orchestration in designing lessons in order to overcome her feeling of pressure as a non-native speaker of English and design the integration of contents and English language learning to be truly powerful. In the phase of implementation, the lack of student motivation and building a good rapport between the instructor and the students were certainly challenges. The result of the student evaluations weakened her desire to implement CBI. The instructor incorporated diverse instructional strategies to overcome the obstacles. The instructor's experiences in this study will positively shape future educators' thinking and learning about meaningful and appropriate academic English instruction for content-area teaching of college students who were majoring in early childhood education.

• School Mathematics
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• v.13 no.4
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• pp.543-562
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• 2011

In this research, the PBL program was developed in terms of 'classroom practice ability', 'self-develop ability', and 'teaching profession character' which classroom friendly teachers get ready and was applied to the classroom friendly elementary mathematics teachers for studying the effectiveness of the program. From the result elementary preservice teachers' disposition in terms of thought about mathematics, mathematics learning, and mathematics teaching was changed to the positive direction through the PBL. They could developed their classroom practice ability, self-develop ability, and teaching profession character through application of new knowledge and plan for problem solving and reflection after solving the problems.

• The Mathematical Education
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• v.62 no.3
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• pp.401-416
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• 2023

This study systematically examined the influence of preservice teachers' self-efficacy and AI anxiety, on the intention to use AI programs 'knock-knock! mathematics expedition' in mathematics lessons based on a technology acceptance model. The research model was established with variables including self-efficacy, AI anxiety, perceived ease of use, perceived usefulness, and intention of use from 254 pre-service teachers. The structural relationships and direct and indirect effects between these variables were examined through structural equation modeling. The results indicated that self-efficacy significantly affected perceived ease of use, perceived usefulness, and intention to use. In contrast, AI anxiety did not significantly influence perceived ease of use and perceived usefulness. Perceived ease of use significantly affected perceived usefulness and intention to use and perceived usefulness significantly affected intention to use. The findings offer insights and strategies for encouraging the use of 'knock-knock! mathematics expedition' by preservice teachers in mathematics lessons.

• School Mathematics
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• v.18 no.3
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• pp.647-666
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• 2016

This study investigates pre-service teacher's understanding of the concept and representations of irrational numbers. We classified the representations of irrational numbers into six categories; non-fraction, decimal, symbolic, geometric, point on a number line, approximation representation. The results of this study are as follows. First, pre-service teachers couldn't relate non-fractional definition and incommensurability of irrational numbers. Secondly, we observed the centralization tendency on symbolic representation and the little attention to other representations. Thirdly, pre-service teachers had more difficulty moving between symbolic representation and point on a number line representation of ${\pi}$ than that of $\sqrt{5}$ We suggested the concept of irrational numbers should be learned in relation to various representations of irrational numbers.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.341-355
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• 2014

The purpose of this study was to analyze the research trends of elementary mathematics education in Japan. For this purpose, 192 papers published by Japan Society of Mathematics Education for the last 10 years(2004-2013) were analyzed according to there criteria. First, as for research topics, the frequent topics in order were instructional design and methods (36.7%), analysis of curriculum and textbook, general studies, learners' perspectives and abilities, evaluation, teacher education, education engineering and parish. Second, the contents were researched by the order of number and operations (47.4%), geometry, regularity, measurement and probability and statistics. Finally, research subjects of this study were researched by the order of students(39.3%), teachers. Papers dealing with lower graders as well as pre-service teachers were rare. And article dealing with low-achievers and gifted students were not founded. On the basis of this result, we hope it will provide the follow-up and the idea of the elementary mathematics education in Korea and also help various and balanced development.

• Communications of Mathematical Education
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• v.36 no.2
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• pp.287-311
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• 2022

This study was related to the cases in which pre-service elementary teachers designed math lessons tailored to math underachievers with learning trajectories and universal design for learning. Learning trajectories can be a basis to identify students' current state of understanding and development, and make a lesson plan responsively tailored to underachievers' state. And universal design for learning is a framework that removes potential barriers that may exist in math lessons from the time the lessons are planned, and guides the rich learning environment accessible to all learners. In order to provide an experience of designing math lessons considering the characteristics of math underachievers, this study required pre-service elementary teachers to create learning trajectories and make lesson plans with the principles of universal design for learning. The characteristics of the learning trajectories shown in the lesson plans and the results of applying the principles of universal design for learning were analyzed. By discussing the results, implications were derived regarding the necessity of lesson planning for math underachievers and the development of lesson planning competency of pre-service elementary mathematics teachers in teacher education.

• Journal of the Korean School Mathematics Society
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• v.20 no.3
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• pp.325-344
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• 2017

Since PISA2006, the computer based assessment in mathematics(CBAM) was introduced for the first times and at last PISA2015 used all items in CBAM for problem solving. In this study, we focused on which important properties were considered in constructing geometric 'fence items' used in PISA 2015 to find the future direction over our teacher education, especially for constructing 'computer based assessment items.' For the purpose of the study, we analyzed the fence items on three components such as dependency, invariant, and path found in dragging activities, within a computer environment using the dynamic Geometry Software, GSP. Also, for the future, we provided an open-ended problem related to the fence items, which we could use as the merit of computer-based environment.

• The Mathematical Education
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• v.54 no.3
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• pp.241-259
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• 2015

The purpose of this study is to analyze research trends and specific features in the statistics education between Korea and overseas. For this purpose, a total of 180 articles presented in 4 domestic and 4 foreign journals of the mathematics education and statistics education was investigated. The result findings are as follows. First, more than half of researches have been carried out in teaching and learning, understanding of statistical concepts in both of domestic and foreign journals. Second, some researches on the affective effect were carried out in foreign journals, but not in domestic journals. Third, researches on the teacher education were carried out mainly for the pre-service teachers in domestic journals, but mainly for the in-service teachers in foreign journals. Fourth, empirical study was mainly used for the research method in domestic journals while both empirical and non-empirical study were used in foreign journals. Fifth, subjects of research were mainly secondary students in domestic journals, but over undergraduate students in foreign journals.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.547-565
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• 2010

The study aims to compare between two lectures of elementary mathematics education in United States and Korea based on the Ball et al.'s classification of mathematical knowledge for teaching. The lecturers are a professor of University in United States and me. In both lectures, subjects and contents of lectures are much similar but there are many different things. And the differences are mainly due to the area of pedagogical content knowledge, especially either knowledge of content and students or knowledge of content and teaching. Also the different courses of both universities are one of important causes of the differences. The study will be able to contribute to the studies on the improvement of our course, elementary mathematics education.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.157-185
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• 2013

This study was to investigate novice teachers' Specialized Content Knowledge for Teaching in High School Calculus Lessons. The lessons of two novice teachers in Kyunggi Do were observed from July, 2011 to Feb. 2012. All observed lessons were audeotaped and transcribed into word files. Their calculus lessons were analyzed into three kinds of knowledge consisting of SCKT. Their SCKT just copied the contents of the textbook and other additional SCKT were not found for teaching. Even though students asked a question that they did not understand, the teacher just repeated the previous contents that already he used. But this study included possible contents of SCKT within the areas these teachers covered so that teachers in school may use for teaching of Calculus. The novice teacher do not have sufficient experience, the program of the college of education and the contents of the teacher certificate-examination should include multi-dimensional approaches in SCKT to pre-service teachers in order to raise better specialized teachers in mathematics.