• The Mathematical Education
• /
• v.58 no.2
• /
• pp.161-185
• /
• 2019

This study aims to examine pre- and in-service mathematics teachers' reasoning and how they justify their reasoning. For this purpose, we developed a set of mathematical tasks that are based on mathematical contents for middle grade students and conducted the survey to pre- and in-service teachers in Korea. Twenty-five pre-service teachers and 8 in-service teachers participated in the survey. The findings from the data analysis suggested as follows: a) the pre- and in-service mathematics teachers seemed to be very dependent of the manipulation of algebraic expressions so that they attempt to justify only by means of procedures such as known algorithms, rules, facts, etc., rather than trying to find out a mathematical structure in the first instance, b) the proof that teachers produced did not satisfy the generality when they attempted to justify using by other ways than the algebraic manipulation, c) the teachers appeared to rely on using formulas for finding patters and justifying their reasoning, d) a considerable number of the teachers seemed to stay at level 2 in terms of the proof production level, and e) more than 3/4 of the participating teachers appeared to have difficulty in mathematical reasoning and proof production particularly when faced completely new mathematical tasks.

• Speech Sciences
• /
• v.11 no.2
• /
• pp.105-117
• /
• 2004

Recently, many scholars have emphasized the importance of English listening ability for smoother communication. Most audio materials, however, were recorded in a quiet sound-proof booth. Therefore, students who have spent so much time listening to the ideal audio materials are expected to have difficulty communicating with native speakers in the real life. In this study, we examined how well thirty three Korean university students and five native speakers will repeat the recorded English sentences under noise and speed conditions. The subjects' production was scored by listening to each recorded sentence and counting the number of words correctly produced and determined the percent ratios of correctly produced words to the total words in each sentence. Results showed that the student group correctly repeated around 65% of all the words in each sentence while the native speakers demonstrated almost perfect match. It seemed that the students had difficulty perceiving and repeating function words in various conditions. Also, high-proficiency student group outperformed the low-proficiency student group particularly in their repetition of function words. In addition, the student subjects' accuracy of repetition remarkably dropped when the normal sentences were both sped up and mixed with noise. Finally, it was observed that the Korean students' percent correct ratio fell down as the stimulus sentence became longer.