• East Asian mathematical journal
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• v.34 no.2
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• pp.155-176
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• 2018

The purpose of this article is to study the change of mathematics teaching efficacy of pre-service mathematics teachers in teaching practice course. For this purpose we collect data through questionnaire from 61 pre-service mathematics teachers. To make a questionnaire we rearrange Ryang's MTES items. The pre-service mathematics teachers fill out the questionnaire before and after teaching practice course. The data are analyzed by paired t-test using SPSS23. The result of paired t-test show that the difference between pre-test scores and post-test scores is significant statistically. So we can conclude that the mathematics teaching efficacy of pre-service mathematics teachers is changed and improved after teaching practice course.

• Research in Mathematical Education
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• v.1 no.2
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• pp.107-116
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• 1997

The purpose of this study is to develop a teaching/learning model for the mathematical enculturation of elementary and secondary school students. It is clear that the development of teaching and learning in the classroom is essential for the realization of global innovations in mathematics education. Research questions for this purpose are as follow: (1) What can be learned from literatures reviews of the socio-cultural perspective on mathematics education, and of ethnomathematics as a mathematics intrinsic to cultural activities? (2) What is the direction of teaching and learning from the perspective of mathematical enculturation? (3) What is the teaching /learning model for mathematical enculturation? (4) What is the instructional exemplification based on the developed model? This study promotes the establishment of mathematics education theory from the review of literatures on the socio-cultural perspective, the development of a teaching/learning model, and the instructional exemplification based on the developed model.

• The Mathematical Education
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• v.45 no.3 s.114
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• pp.295-313
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• 2006

University teacher education programs have sought for ways of how to improve student teaching in order to supply mathematics teachers with practical theory to achieve the goals of the current educational reform in school mathematics. In this context, the purpose of this research is to investigate the effect of student teachers' teaching experience in the after-school mathematics programs and the ways of how to develop the after-school learning programs as an effective site for learning to teach based on the inquiry into student teachers' own teaching experience. For the purpose, data were collected through the interviews with the student teachers who had taught after-school mathematics class. In addition, data were collected through survey, class observation, and seminal meetings with the student teachers in order to supplement the findings from the interview analysis. Data analysis focused on the student teachers' experience with teaching in after-school mathematics classes, that is, what and how they had learned as teachers, what kinds of difficulties they encountered in their teaching and supports that they expect to improve their learning through teaching. The analysis shows that the teaching experience in the after-school programs had positively contributed to their development as future mathematics teachers. Specifically, the after-school programs provide the site for learning through teaching at the early stage of teacher education program. The after-school programs provided the students teachers for the opportunity to participate peripherally in educational practice of school. Through the participation, the student teachers developed positive attitudes toward teaching career and became to have more solid ideas about how to teach mathematics. Based on the analysis, this research provides following suggestions concerning how to improve student teaching. First, it is necessary to provide student teachers to participate into the practice of teaching at the early stage of teacher education programs. Second, it is important to give students teacher opportunity to participate in teaching at peripheral and legitimate positions. Finally, it is necessary to construct mentoring networks to support student teachers to move from a peripheral position toward a center of teaching practice.

• Education of Primary School Mathematics
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• v.3 no.2
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• pp.115-131
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• 1999

The purpose of this study is to examine meaning, factors, and diagnostic method of underachievers in mathematics and to propose the idea of the individualized teaching method for underachievers. For the first purpose, previous literatures on underachievers are reviewed. For the second purpose, this study described the procedure of developing the individualized instructional program, and the method of diagnosing and prescribing errors in mathematics. In the future, individualized instructional program need to be developed based on correct diagnosis of factors effecting under achievement for the effective teaching of underachievers.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.29-48
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• 2010

The purpose of this paper is to discuss about the use of technology in teaching-learning school mathematics. In this paper, we study the theoretical background of teaching-learning school mathematics by the use of technology. For the purpose of successful use of technology in teaching-learning school mathematics, we research the present states of it appeared in textbooks of high school mathematics And we give suggestions for the effective use of technology in teaching-learning school mathematics. Furthermore, we introduce models for teaching-learning school mathematics in areas of mathematics by the use of computer programs such as GSP, Maple, and GrafEq.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.595-608
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• 2008

The purpose of this study is to address the teachers' knowledge bases for effective mathematics teaching and especially to provide the various definitions and the structures of mathematics knowledge which is the most important one of the knowledge bases. The conceptual understanding about teachers' knowledge bases for effective mathematics teaching and the structure of mathematics knowledge may be used in evaluating effective mathematics teaching and teachers as well as in developing a new conceptual framework for the structure of mathematical knowledge.

• The Mathematical Education
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• v.42 no.4
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• pp.465-480
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• 2003

The main purpose of this work is to propose programs of mathematics education and mathematics history courses for the department of mathematics education of teacher training universities. Foundation of Mathematics Education, Mathematics Teaching and Learning Theories, Mathematics Problem Solving, Analysis and Evaluation of Mathematics Teaching Materials and Mathematics History are discussed in this article.

• East Asian mathematical journal
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• v.32 no.4
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• pp.443-464
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• 2016

The purpose of ths study is to compare and analyze the sequence of teaching multiplication facts in the elementary school mathematics. Generally, the multiplication in the elementary school mathematics is composed of the followings; concepts of multiplication, situations involving multiplication, didactical models for multiplication, and multiplication strategies for teaching multiplication facts. This study is focusing to multiplication facts, especially to the sequence of teaching and multiplication strategies. The method of this study is a comparative and analytic method. In order to compare textbooks, we select the Korean elementary mathematics textbooks(1st curriculum~2009 revised curriculum) and the 9 foreign elementary mathematics textbooks(Japan, China, Germany, Finland, Hongkong etc.). As results of comparative investigation, the sequence of teaching multiplication facts is reconsidered on a basis of elementary students' mathematical thinking. And the connectivity of multiplication facts is strengthened in comparison with the foreign elementary mathematics textbooks. Finally multiplication strategies for teaching multiplication facts are discussed for more understanding and reasoning the principles of multiplication facts in the elementary school mathematics.

• Journal of Educational Research in Mathematics
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• v.25 no.1
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• pp.75-93
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• 2015

The purpose of this study is for investing and analysing elementary teachers' efficacy on teaching mathematics. It was measured by Kang & Kim(2014)'s instrument; MTEI (Mathematics Teaching Efficacy Instrument). The survey was conducted on a sample of 183 participants. The findings of this study are that mathematics teaching efficacy of elementary school teachers in South Korea is 64 percent based on 100 percent. There was no significant difference between women teachers and men teachers. Teachers who have taught longer than 5 years and less than 10 years have the lowest mathematics teaching efficacy. Teachers who were major in Mathematics have higher mathematics teaching efficacy than non-major in Mathematics. In addition, chances of training about mathematics make their efficacy higher.

• School Mathematics
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• v.1 no.2
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• pp.513-528
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• 1999

The primary purpose of the constructivist teaching experiment is to experience and construct models of students' mathematical teaming and reasoning. The constraints the teacher experience in teaching experiment constitute a basis for understanding students' mathematics. The constructivist teaching experiment that includes a dynamic interaction process between teacher and students and between students and students, is the most hopeful research method in mathematics education. In this paper, I introduced the constructivist teaching experiment and showed several examples of applications that were used in the previous research.