• Research in Mathematical Education
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• v.24 no.4
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• pp.279-311
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• 2021

In this paper, we report the types of teaching moves a mathematics teacher educator attempted in his teaching of third-grade students at an urban elementary school in South Korea over two months. We analyze the lesson videos to find the patterns of teaching moves and speculate the link between the teaching and students' mathematical proficiencies recommended in the Common Core State Standards for Mathematical Practices. Closely related teaching moves to the students' development of a certain mathematical proficiency would imply the exemplary practices that teachers-both inservice and preservice teachers-can implement in their classrooms.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.69-85
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• 2018

The purpose of this study is to explore teachers' responsive moves that affect students' argumentation practices, and to propose responsive teaching strategies in argumentation-based science classroom. Two teachers, who have not implemented argumentation in their classes, and 57 students, participated in this study. We recorded and transcribed their classes and interviews for the analysis. According to grounded theory approach, we categorized the teachers' responsive moves as focused on either structural or dialogical aspects of argumentation, and qualitatively analyzed their responsive teaching practices in classes. We discovered that the teachers mostly responded to structural rather than dialogical aspects of argumentation, particularly during the students' small-group discussions. This was mainly due to their instructional goals, which focused on the structural aspect of argumentation, and the limited time available for supporting small-groups. Regarding the structural aspects, those responsive moves that explored the students' thinking or facilitated their reasoning helped them to share their thinking and justify their arguments further with recognition of learning goals in the argumentation activities. Regarding the dialogical aspects, which were seen mostly in whole-class discussions, the moves that underlined similarities and differences between arguments, facilitated the sharing of a small-group's arguments with the entire class, or asked a specific student to evaluate the arguments were notable. These moves supported clarification of various small-groups' arguments, which led to reconstruction of coherent argument through evaluation and rebuttal of these arguments, consequentially facilitating dialogical interactions. Based on these results, we proposed responsive teaching strategies in an argumentation-based science classroom.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.125-141
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• 2002

This paper examines the pragmatic features of the thanking and apologizing moves which appear in requestive email of Korean speakers of English as a foreign language and American English native speakers. It is important for second language learners to behave appropriately in a target language when communicating with other English speakers who have different cultural backgrounds. The result of this study revealed the differences in the use of thanking and apologizing moves in the requestive email between Koreans and Americans. Koreans used fewer moves of thanking and more moves of apologizing than Americans in three different situations. Koreans' underuse of thanking which is a routine and formulaic expression for Americans could be a marked phenomenon to a recipient of the email in English bringing about a minus effect.

• 제어로봇시스템학회:학술대회논문집
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• 2002.10a
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• pp.118.5-118
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• 2002

To apply induction hardening method to a press die having 3-D free surface, the induction hardening tool moves on a press die above 1～2mm gap with constant velocity. Since the induction hardening process requires its own hardening path for each die, a direct teaching method which generates working path directly guided by operators is more suitable than an offline method using CAD/CAM data. The direct teaching apparatus in this work includes a teaching tool with a force/torque sensor and data processing computer to finally generate robot's Induction hardening program , in direct teaching operation, an operator teaches working path maintaining contact with surface of press die by holding...

• The Journal of the Korea Contents Association
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• v.13 no.12
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• pp.1069-1078
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• 2013

The paper is about teaching culture in a language learning. There are many teachers who are afraid of teaching foreign language with culture. They are delighted to teach politics, economics, history, art and literature as objective culture. But they are hesitant to teach subjective culture which is connected with a communication competency. The paper suggests three stages to instruct culture in a schoolroom. The first stage, it is growing out of the self-centered view. The second step, be developing self-consciousness through comparing mother culture with target culture. The last stage, it has to response to appropriately target culture. The teaching materials for the model suggested are two movies. Because the cultural aspects in the moves are subjective culture, so it has something in common with target cultural situations in a language learning. This method which is teaching culture in a the language learning has the advantage of being easy to teachers and learners. Most students like to watch a movie. The teaching material is The Chronicles of Narnia : The Lion, the Witch and The Wardrobe와 Guess Who?. I hope that this suggestion for cultural teaching is helpful for understanding each other.

• 제어로봇시스템학회:학술대회논문집
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• 2003.10a
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• pp.1168-1171
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• 2003

The visuo-motor map is based on the Kohonen's self-organizing map. The map is learned the relation of the end effecter coordinates and the joint angles. In this paper, a 3 d-o-fmanipulator which moves in the 2D space is targeted. A CCD camera is set beside the manipulator, and the end effecter coordinates are given from the image of a manipulator. As a result of learning, the end effecter can be moved to the destination without exact teaching.

• English Language & Literature Teaching
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• no.4
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• pp.1-14
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• 1998

The present paper explores rationales for the process-oriented approach to teaching writing and their implications for EFL writing classes. The product-oriented traditional approach to writing has put too much emphasis on linguistic aspects of writing. It fails to see the enormous complexity of the act of composing. In the process-oriented paradigm, writing is regarded as a messy process leading to clarity and the writer discovers meaning instead of merely' finding an appropriate structure in which to package ideas already developed from the beginning. Based on the underlying assumptions, some suggestions are made for EFL writing classes. Firstly, practitioners should be aware that writing is a recursive activity in which the writer moves backward and forwards between drafting and revising, with stages of re-planning in between. Secondly, writing teachers should help the student writers build an awareness of themselves as a writer and encourage their sense of confidence in writing. Lastly, students should be encouraged to pay their attention to content revision at first, and delay editing changes until the last draft.

• The Mathematical Education
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• v.59 no.3
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• pp.271-294
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• 2020

The purpose of this study was to explore the possibility of digital simulation by which pre-service teachers (PSTs) can approximate the core teaching practice of eliciting student thinking. This study examined PSTs' questions to elicit student thinking, their use of "pause" session and peer feedback, and their reflections on doing a digital simulation. We analyzed a two-hour digital simulation session with 13 PSTs who enrolled in the elementary mathematics methods course. The results showed that PSTs shifted their general questions to more content-specific questions throughout the simulation and made a quick transition to comparing students' strategies. The number of lead PST-initiated "pause" ranged one to four times for various reasons. Their peer-coaches did not voluntarily "pause" the simulation session but actively shared what they noticed from the student work samples and suggested the next teaching moves. Without utilizing the pause session, the dramatic improvement of questioning was not observed. Even though the PSTs felt overwhelmed with interacting with the student-avatars in real-time, they highlighted the benefits of simulations, appreciated the opportunity to learn the core teaching practice, and viewed this digital simulation as "real" and "authentic" experience. The findings of this study provide implications for re-designing a practice-based teacher education program.

• 제어로봇시스템학회:학술대회논문집
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• 1992.10b
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• pp.382-387
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• 1992

In order to obtain desired arc welding performance, we already developed an arc welding robot system that enabled coordinated motions of dual arm robots. In this system one robot arm holds a welding target as a positioning device, and the other robot moves the welding torch. Concerning to such a dual arm robot system, the positioning accuracy of robots is one important problem, since nowadays conventional industrial robots unfortunately don't have enough absolute accuracy in position. In order to cope with this problem, our robot system employed teaching playback method, where absolute error are compensated by the operator's visual feedback. Due to this system, an ideal arc welding considering the posture of the welding target and the directions of the gravity has become possible. Another problem still remains, while we developed an original teaching method of the dual arm robots with coordinated motions. The problem is that manual teaching tasks are still tedious since they need fine movements with intensive attentions. Therefore, we developed a 3-dimensional vision guided robot control method for our welding robot system with coordinated motions. In this paper we show our 3-dimensional vision sensor to guide our arc welding robot system with coordinated motions. A sensing device is compactly designed and is mounted on the tip of the arc welding robot. The sensor detects the 3-dimensional shape of groove on the target work which needs to be weld. And the welding robot is controlled to trace the grooves with accuracy. The principle of the 3-dimensional measurement is depend on the slit-ray projection method. In order to realize a slit-ray projection method, two laser slit-ray projectors and one CCD TV camera are compactly mounted. Tactful image processing enabled 3-dimensional data processing without suffering from disturbance lights. The 3-dimensional information of the target groove is combined with the rough teaching data they are given by the operator in advance. Therefore, the teaching tasks are simplified

• Research in Mathematical Education
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• v.26 no.1
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• pp.1-17
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• 2023

Over the last three decades, there has been an increasingly strong emphasis on group-centered approaches to mathematics teaching. One primary responsibility for teachers who use group-centered instruction is to "check in", or intervene, with groups to monitor group learning and provide mathematical support when necessary. While prior research has contributed valuable insight for successful teacher interventions in mathematics group work, there is a need for more fine-grained analyses of interactions between teachers and students. In this study, we co-conducted research with an exemplary middle grade teacher (Ms. Green) to learn about fine-grained details of her intervention practices, hoping to generate knowledge about successful teacher interventions that can be expanded, replicated, and/or contradicted in other contexts. Analyzing Ms. Green's practices as an exemplary case, we found that she used exceptionally short interventions (35 seconds on average), provided space for student dialogue, and applied four distinct strategies to support groups to make mathematical progress: (1) observing/listening before speaking; (2) using a combination of social and analytic scaffolds; (3) redirecting students to task instructions; (4) abruptly walking away. These findings imply that successful interventions may be characterized by brevity, shared dialogue between the teacher and students, and distinct (and sometimes unnatural) teaching moves.