• East Asian mathematical journal
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• v.40 no.2
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• pp.267-286
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• 2024

This study investigates the perceptions toward prospective elementary teachers regarding the revised 2015 elementary mathematics curriculum. The aim is to understand the importance and implementation of the revised curriculum and provide implications for curriculum improvement in elementary teacher education institutions, using Interpretative Phenomenological Analysis (IPA). The research findings are as follows: Firstly, prospective elementary teachers perceived that the areas of the revised 2015 elementary mathematics curriculum that require particular focus are number and operations and data and probability. Secondly, they identified the specific elements within these areas that demand dedicated attention as follows: numbers up to four digits in number and operations, mixed calculations with natural numbers, shapes of solid figures, spatial sense of solid figures, comparison of quantities in measurement, etc. These findings can inform the improvement of the curriculum in elementary teacher education institutions.

• Journal of Families and Better Life
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• v.31 no.5
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• pp.143-157
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• 2013

This study used a qualitative research method to comprehensively deal with child care training in depth with the following content: the goals of child care teachers preparing for practical training; how they perform and feel about their roles throughout the training period as child care teachers; and their evaluation after the training period. A total of 10 people participated in the research and the training activities of child care teachers were qualitatively explored based on the results. The research findings are as follows. First, child care teachers have expectations for prospective teachers and take time for self-evaluation while preparing for teaching. Also, child care teachers set a goal of helping prospective teachers develop into outstanding teachers and have expectations for it. Second, child care teachers evaluate prospective teachers by treating them as colleagues while teaching them. Furthermore, child care teachers consider themselves as educators who train and produce child care professionals. Prospective teachers define their roles as assistants and learners in the actual educational scene. In addition, child care teachers feel a sense of pride by performing as hands-on training teachers. At the same time, they reflect on themselves by evaluating their duties as educators in their relationships with prospective teachers. Third, child care teachers suggested the need for changing the training system for themselves and prospective teachers after training. In addition, they argued that the gaps between school education and the actual educational scene should be reduced through solid training for acquiring new knowledge and information in both places in accordance with the rapidly-changing child care environment. Finally, the suggested the necessity of establishing a standard training curriculum and educational programs within their institution.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.96-108
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• 2006

The purpose of this study was to investigate how prospective elementary school teachers perceived teacher's inquiryoriented teaching practice, with an emphasis on students' scientific explanations based on scientific evidence. For this study, 94 prospective elementary school teachers were participated. 14 among 94 participants had chances to intensively experience this particular teaching methods for 15 weeks. All of the 94 participants observed the intended science teaching practice for 4th graders in two different elementary schools, which utilized the science talks emphasizing students' scientific explanation activity. For quantitative data analysis, they were asked to provide their reaction to the science teaching methods after their classroom observation. For qualitative data analysis, 5 among the participants, who had relatively long term experience with this teaching practice, were chosen to interview in order to understand their individual reasons of the ways they perceived about the inquiry-oriented teaching methods boosting students' scientific explanation. The results show that the prospective elementary teachers generally thought the emphasis of students' scientific explanation based on scientific evidence could enhance young elementary students' science content understanding, stimulate their curiosity/interests, and further develop their ability to engage actively in scientific discussions. However, some prospective teachers tended to think that the science teaching. methods would not be effective in terms of managing science classes, though. This study concludes that the prospective teachers tended to hold an endemic dilemma. On the one hand, they had their clear preference to the inquiry-oriented teaching practice as the most ideal teaching methods. On the other hand, they also had their persistent hesitance in using these methods due to their fear that elementary students might not adequately grasp the important science content when engaged in scientific discourse through an inquiry-oriented class.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.259-281
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• 2016

Teaching practicum plays a significant role in teacher education program because it provides pre-service teachers with an opportunity to apply what they have learned to the actual teaching contexts. As such, it needs to be conducted in terms of close collaboration between university and school. Given that, in a mathematics methods course the prospective teachers in this study had an opportunity to discuss mathematics lessons they had implemented during their teaching practicum. This paper analyzed in what ways prospective teachers' comments on elementary mathematics instruction were changed through this experience. The results of this study showed that in late comment the teachers tended to focus more on mathematical discourse, consider not only the teacher of the lesson but also students, and suggest alternative approaches on the classroom events they had noticed. It is noticeable that the results analyzed by researchers were consistent with prospective teachers' self-assessment. Building on these results, this paper provides implications of teacher preparation programs to enhance prospective teachers' ability to analyze elementary mathematics lessons.

• Journal of the Korean School Mathematics Society
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• v.23 no.4
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• pp.491-508
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• 2020

In this study, by measuring and analyzing the motivation of prospective mathematics teachers in learning mathematics, we tried to understand the features of prospective teachers' learning motivation and find the implications of developing expertise in terms of learning motivation. Prior research related to learning motivation identifies the three elements that consist of learning motivation as values, self-efficacy, and interest. Based on these elements, a survey tool was developed to investigate the learning motivation of prospective mathematics teachers. This survey was then carried out for 120 students in the mathematics education department of a local college. In addition, the survey asked what methods prospective teachers would choose for motivating their future students. According to the results of this study, the overall motivation of prospective mathematics teachers differed by grade (academic year) and there were significant differences between grades in self-efficacy and interest factors. In addition, the prospective teachers preferred to use interesting materials rather than inform the value of learning mathematics to induce learning motivation. Therefore, it is necessary to enhance this self-efficacy and interest in learning and to provide various material to strengthen this motivation for learning.

• Proceedings of the Korean Institute of Communication Sciences Conference
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• 2006.07a
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• pp.647-647
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• 2006

• Communications of Mathematical Education
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• v.34 no.3
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• pp.215-234
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• 2020

With the advent of the AI, the need to use AI in the field of education is widely recognized. The purpose of this study is to shed light on how prospective mathematics teachers perceive the need for AI and the role of teachers in future mathematics education. As a result, with regard to teaching, prospective teachers recognized that the use of AI in school mathematics is a demand of a new era, that various types of lesson can be implemented, and that accurate knowledge and information can be delivered. On the other hand, they recognized that AI has limitations in having cognitive and emotional interactions with students. As for mathematics learning, the prospective teachers recognized that AI can provide individualized learning, be used for supplementary learning outside of school, and stimulate students' interest in learning. However, they also said that learning through AI could undermine students' ability to think on their own. With regard to assessment, the prospective teachers recognized that AI is objective, fair and can reduce teachers' workload, but they also said that AI has limitations in evaluating students' abilities in constructed-response items and in process-focused assessment. The roles of teachers that the prospective teachers think were to conduct a lesson, emotional interaction, unstructured assessment, and counseling, and those of AI were individualized learning, rote learning, structured assessment, and administrative works.

• Physical Therapy Korea
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• v.12 no.3
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• pp.67-73
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• 2005

Prospective memory (PM) is related to remember to carry out a previously intented behaviour. The purpose of this study was to develop a paradigm for measuring PM function to diagnosis in mild cognitive impairment 1 or brain injury in patients 2. among brain injured patients Thirty-eight normal healthy subjects participated in current study. The paradigm was composed of four conditions: a baseline and three intention conditions (expectation, execution 1 and 2). In the expectation condition, subjects were asked to make a new response to intented stimuli during ongoing task, but the intented stimuli never occurred. In the execution 1 (one type of expected stimulus) and 2 (two types of expected stimuli), the intended stimuli did occur in 20% of trials. The reaction time and error rate were calculated in each condition. Repeated measures using ANOVA of subject's mean reaction times (RTs) and mean error rates (ERs) showed main effects of conditions during ongoing task. The comparison of PM tasks in executive condition 1 and 2 also showed significance in RTs and ERs. This paradigm reflects sufficiently the performance of prospective memory function during ongoing task in normal individuals. Thus, we suggest that the paradigm will be helpful to study neural network of PM function using brain imaging techniques and diagnosis of PM dysfunction.

• Journal of Sasang Constitutional Medicine
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• v.28 no.1
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• pp.57-66
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• 2016

Objectives The purpose of this study is to report on the collecting status of the prospective clinical data, that is designed to find clinical factors for determining the constitutional prescription.Methods We collected the prospective clinical data of 1208 subjects in the 10 oriental hospitals and 2 oriental clinic, from September 2012 to July 2015. Subjects were diagnosed and prescribed by the Sasang Constitution specialist. We counted the usage frequency of each constitutional herbal formula. Besides we check the main chief complaints on each constitutional herbal formula.Results & Conclusions In TE type, Yeoldahanso-tang, Cheongsimnyeonja-tang were used in high frequency. In SE type, Palmulgunja-tang, Gwakhyangjunggi-san were used in high frequency. In SY type, Hyeongbangjihwang-tang, Yanggyeoksanhwa-tang were used in high frequency. The both of high frequency-prescriptions in TE types were for the Interiorheat disease, expecially liver-heat lung-dry symptomatology. The main chief complaint of high frequency-prescriptions was fatigue in every constitution. We hope that the process of constitutional prescription would be standardized through the subsequent researches.

• Journal of Korean Academy of Nursing
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• v.34 no.8
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• pp.1395-1401
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• 2004

Purpose. To compare perimenstrual (premenstrual, menstrual, postmenstrual) symptoms by concurrent reporting using the Women's Daily Health Diary (WDHD) and by retrospective reporting using the Moos Menstrual Distress Questionnaire (MMDQ). Methods. A prospective and retrospective study was conducted among 31 Korean women, aged 27 to 48 yrs, living in the USA. Results. On the prospective report using the WDHD, the most severe complaints were fatigue or tiredness ($1.48{\pm}.98$), sensation of weight gain ($.88{\pm}98$), increased appetite ($.79{\pm}.96$) in premenstrual phase, fatigue or tiredness ($1.34{\pm}.85$), backaches ($1.06{\pm}.79$), and bloating or swelling of the abdomen ($.93{\pm}.86$) during the menstrual phase. On the retrospective report using the MMDQ, the most severe complaints during the premenstrual phase were fatigue ($2.26{\pm}1.65$), irritability ($2.06{\pm}1.48$), and backaches ($1.97{\pm}1.68$) and during the menstrual phase backaches ($2.35{\pm}1.62$), fatigue ($2.29{\pm}1.75$), and cramps ($2.23{\pm}1.80$). According to both measurements of PMS symptomology during the premenstrual and menstrual phases, the most frequently reported symptom was fatigue or tiredness. Highly rated symptoms on the MMDQ and on the WDHD were found to be similar. Conclusion. The WDHD was found to be suitable for daily prospective PMS assessment, which will be necessary for the screening and management of women with severe PMS.