• Dementia and Neurocognitive Disorders
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• v.17 no.3
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• pp.120-129
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• 2018

Background and Purpose: Prospective memory (PM) has a known relationship with frontal function, and PM decline has been observed in amnestic mild cognitive impairment (aMCI). Cerebral small vessel disease, as evidenced by white matter hyperintensities (WMHs), is linked to frontal dysfunction. This study was undertaken to evaluate the relationship between PM decline and WMHs in patients with aMCI. Methods: Of 74 enrollees with aMCI, 69 completed this prospective study. We compared total scores and sub-scores of the Prospective and Retrospective Memory Questionnaire (PRMQ) administered at baseline and 3 months later, stratifying patients by degree of WMHs. Results: A significant decline was seen in PRMQ total scores and PM scores at the 3-month mark in patients with moderate (vs. mild) degrees of WMHs ($-2.8{\pm}7.2$ vs. $0.2{\pm}7.1$; p=0.032). In addition, patients with moderate (vs. mild) degrees of deep WMHs (DWMHs) showed greater PM decline, whereas PM loss in patients with mild, moderate, or severe degrees of periventricular WMHs (PVWMHs) did not differ significantly. Conclusions: Findings of this study indicate that the burden of WMHs is consistently implicated in PM deterioration experienced by patients with aMCI, and signifies greater PM decline, especially in instances of extensive DWMHs. Greater attention to the change of PM is therefore needed in aMCI patients with WMHs.

• Communications of Mathematical Education
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• v.35 no.3
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• pp.257-275
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• 2021

This study investigated the prospective teacher's noticing of students' mathematical thinking from the perspective of how the prospective teacher pays attention to, interprets, and responds to the student's responses related to variables. The prospective teachers were asked to infer the students' thinking from the variables related to the tasks and suggest feedback accordingly. An analysis of the responses of 26 prospective teachers showed that it was not easy for prospective teachers to pay attention to the misconception of variables and that some of them did not make proper interpretations. Most prospective teachers who did not attend and interpret were found to have failed to provide an appropriate response due to a lack of overall understanding of variables. even though prospective teachers who did proper attend and interpret were found to have failed to respond appropriately due to a lack of empirical knowledge, even with proper attention and interpretation.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.2
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• pp.161-181
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• 2018

This study involved an investigation of prospective elementary teachers' preconceptions and experiences of diagrams and their ability to draw diagrams in solving math word problems. A questionnaire and two math word problems were administered to prospective elementary teachers who began to taking an introductory mathematics education course. The results from the analysis of their responses to the questionnaire items indicate that prospective elementary teachers appreciate the value of diagrams as tools for problem solving and communication. In addition, prospective elementary teachers have the will not only to teach their future students how to use diagrams but also to encourage them to draw diagrams in solving math word problems. However, the results also indicates that prospective elementary teachers neither use diagrams spontaneously in their math problem solving activities nor have confidence in drawing useful diagrams. Prospective elementary teachers also manifested low scores on the questionnaire items asking whether they were taught how to draw useful diagrams or encouraged by their teachers to use diagrams in their previous learning experiences. The results from the analysis of the diagrams that prospective elementary teachers drew in solving math word problems showed that most of them had difficulty drawing diagrams that represent their reasoning and solving process.

• Journal for History of Mathematics
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• v.25 no.3
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• pp.141-157
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• 2012

There is enthusiasm among many mathematics educators to seek to understand how history of mathematics can be employed to emphasize the usefulness of mathematics and to make it even more useful. We investigate theoretical backgrounds of using history of mathematics for secondary students and prospective mathematics teachers. On the basis of historico-genetic principle and mathematics teachers' professional knowledge, we go into curriculum of prospective mathematics teachers. This study focussed on developing pedagogical approach using history of mathematics for prospective mathematics teachers.

• Proceedings of the KIEE Conference
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• 1989.07a
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• pp.397-400
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• 1989

The interrupting capability of circuit breaker to have an effect on stability and reliability of the power system is largely determined by the fault current and prospective TRV (prospective transient recovery voltage). The prospective TRV, which is essentially a system function determined by the elements of the connected circuit, is not constant for a given system location but is affected by a number of variables. Therefore, the purpose of this study is to analyze the prospective TRV of KEPCO's 345KV transmission system by using EMTP (Electro-Magnetic Transients Program) and to compare the calculated values with the standard values in KSB 150 (1976)

• Education of Primary School Mathematics
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• v.6 no.2
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• pp.55-64
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• 2002

According to changing the society rapidly in the 21s1 century, the self-regulated learning ability is considered as an ability of which people should carry on their lives. The purpose of this study was to investigate prospective elementary school teachers in mathematics teaching method class in terms of the following areas: (1) the degree of their abilities shown the lower level factors of motivated strategies for learning such as self-efficacy, intrinsic value, anxiety, cognitive strategy use, and self-regulation (2) relations between factors of motivated strategies for loaming and performance of prospective elementary school teachers The results show that the prospective elementary school teachers showed above the mean value of the motivated strategies for learning and there are positive relations among lower level factors of motivated strategies fur learning except anxiety, positive relation between motivated strategies for learning and achievement. In order to help the prospective elementary school teacher to improve their motivated strategies fur learning in their elementary mathematics teaching method lecture, several methods such as mathematical connections to real world problem, history of mathematics and interview with mathematicians and application of feller's ARCS model to elementary mathematics education are suggested.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.221-246
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• 2011

One of the main purposes in prospective elementary teacher education is to prepare for teaching each subject matter. For this purpose, it is necessary to explore how prospective teachers may analyze elementary mathematics instruction and they perceive their analytic foci. This study probed in what ways prospective teachers analyzed elementary mathematics instruction using two video cases. The results of this study showed that prospective teachers focused mainly on instructional strategies, specifically with regard to whether such strategies would be adequate both for mathematical content to be taught and for students' characteristics. They also focused on the effective use of instructional materials as well as the case teacher's adequate feedback. Prospective teachers claimed to have analytic foci not only on the degree of attainment of instructional purposes but also on students' responses and interest. Given this result, this paper includes several issues related to help prospective teachers prepare for better teaching.

• The Mathematical Education
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• v.51 no.2
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• pp.145-160
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• 2012

Prospective teachers need to have an opportunity to critically examine their initial perception with regard to effective mathematics instruction during the teacher education period. This study analyzed the perception in relation to good mathematics instruction by a total of 265 prospective teachers from four institutes for elementary teacher education using a survey. The results of this study showed that the pre-service teachers regarded learner, teaching and learning method, selection of content, and construction of curriculum as important for high-quality mathematics instruction. However, they revealed relatively low levels of agreement against the importance of instructional materials, classroom environment and atmosphere, and assessment. On the basis of teachers' perception on each element of effective mathematics instruction, this paper raises issues for discussion and includes some implications for teacher education.

• 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.

• The Mathematical Education
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• v.45 no.2 s.113
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• pp.217-230
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• 2006

The purpose of this study is to inquire the building process of Pedagogical Content Knowledge of prospective mathematics teachers about the function concepts. For this purpose, We performed the following steps; First, we performed the survey relaying to the prospective mathematics teachers' teaching experiences, capabilities of their error evaluation of the students, and viewpoints about the function concepts. Second, we performed the survey on the subject-matter knowledge about the function concepts and the key items of designing teaching plans about the function concepts. And then, we interviewed the participants to check the results of the surveys and to supplement the necessary contents. The collected data was relatively correlative and analyzed in the process. As a result, we found the followings; First, subject-matter knowledge of prospective mathematics teachers about the function concepts is different depending on the grades. Second, prospective mathematics teachers are building more extended function concepts through the major subjects. Third, the major subjects are important to build the Pedagogical Content Knowledge of function concepts. Fourth, teaching experience plays an important role in transforming subject-matter knowledge of function concepts to Pedagogical Content Knowledge of it. Fifth, building the Pedagogical Content Knowledge means transferring the teacher's viewpoint from himself/herself to the learner.