김가영 Kim Ga Young , 류성림 Ryu Sung Rim

DOI: JANT Vol.27(No.4) 333-348, 2024

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The purpose of this study is to investigate the effect on students’ attitude and achievement in mathematics by employing Havruta-based Learning to third grade students. The results of this study are as follows. First, it was found that the class to which the Havruta-based Learning was applied had a positive effect on improving the mathematics academic achievement of third grade students. In particular, when analyzing the responses of the students, the students themselves were also aware that their understanding of the ‘Fraction and Decimal’ unit had improved. Second, it was found that the class to which the Havruta-based Learning was applied had a significant improvement effect on value among the factors of students' mathematical attitude. Analyzing the students' responses, it was able to know a positive change of value. But when learning Havruta-oriented question, conducting students’ level of understanding, It seems necessary to develop more performance tasks that can provide enough time to come up with questions or show many examples and allow students to lower their psychological barriers.

김리나 Kim Rina

DOI: JANT Vol.27(No.4) 349-363, 2024

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The government and schools may take a responsibility to improve the quality of mathematics education. The quality of mathematics education might be evaluated by education experts and administrators. At the same tiem, it is also important to listen to the opinions of students who actually participate in mathematics learning. In this study, as a preliminary task to investigate the quality of mathematics education perceived by elementary school students, a survey items for the quality of mathematics education for elementary school students (grades 3 to 6) was developed. I synthesized domestic and international discussions to develop three aspects of the quality of mathematics education: mathematics classroom, mathematics teacher, and mathematics environment. A total of 27 items were confirmed by statistically analyzing the results of a validity verification with 20 experts and a reliability verification through three pilot tests targeting elementary school students in grades 3 to 6. The survey items developed in this study may provide implications not only for understanding the quality of mathematics education perceived by elementary school students in the future, but also for diversifying discussions related to the quality of mathematics education. Furthermore, it is expected to provide basic data for practically improving the quality of mathematics education.

구나영 Ku Nayoung

DOI: JANT Vol.27(No.4) 365-384, 2024

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This study aims to examine how elementary school teachers design problem-solving tasks for ratio and rate based on given original tasks and to draw implications for textbook and teacher education. Tasks designed by 20 teachers were analyzed using an analytical framework derived from previous research. The results showed that teachers most frequently modified the questioning in the “carrying out the plan” step of the four-step problem-solving process. They expanded conditions to address extra-mathematical problems or focused on posing problems by altering conditions. Based on the teachers' task design cases, we proposed suggestions for textbook writing and teacher education on problem-solving in ratio and rate, including prompts that require additional instruction and guidance at each problem-solving stage and considerations when posing problems by altering conditions.

정순원 Jung Soonwon

DOI: JANT Vol.27(No.4) 385-403, 2024

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The objective of this study is to examine the comprehension of third-grade students regarding the concepts of line segments, straight lines, and rays. To accomplish this, 220 students were asked to describe what each of these lines is, and the responses were subsequently analyzed. The findings of the analysis are presented as follows. Firstly, the proportion of students who accurately described the straightness of a line was 46.5% for line segments, 24.5% for straight lines, and 17.7% for rays. Secondly, 74% of all students correctly described the finiteness of line segments, whereas 33.5% and 43.8% of students accurately described the concept of infinity for straight lines and rays, respectively. Thirdly, concept images that were limited to representations of lines, such as ‘straight line is a line that passes through two points’ or ‘straight line is a line that contains both points,’ accounted for 32% of responses regarding both straight lines and rays. Additionally, other observed concept images included ambiguous representations of one line in relation to another, representations that were limited to horizontal lines, and perceptions of lines as strings. In light of these findings, I discuss the implications for the teaching and learning of line segments, straight lines, and rays.

강윤지 Kang Yunji

DOI: JANT Vol.27(No.4) 405-419, 2024

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South Korea's mathematics curriculum emphasizes various subject competencies. This study analyzed ten current elementary mathematics textbooks, focusing on reasoning competency, which is prominently highlighted in both the 2015 and 2022 curricula. The analysis examined grade levels, areas, and sub-elements of reasoning competency, revealing differences in the composition and presentation of activities aimed at developing reasoning skills. Various efforts to structure activities related to reasoning competency were identified. Discrepancies were more pronounced across different areas than by grade level, and similar activities were often repeated within the same unit. Based on these results, implications for textbook writing and instructional design were derived.

도주원 Do Joowon

DOI: JANT Vol.27(No.4) 421-434, 2024

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This study investigated counting of multicultural students in the first grade of elementary school and derived implications for counting instruction based on the results. To this end, one-on-one interviews were conducted with three multicultural students in the first grade of elementary school as the experimental group and three non-multicultural students as the control group. The students’ counting was compared and analyzed from the perspectives of accuracy, efficiency, and fluency, and the results of the study are as follows. In counting forward, there were differences in counting ability according to the linguistic characteristics of multicultural students. In counting backward, there were differences in counting ability according to the level of mathematics achievement. There were differences in counting by 10 up to 100 in native language numerals depending on the level of mathematics academic achievement. The factors that affect counting all objects in various ways may vary depending on the number of objects. Multicultural students used simpler counting strategies when counting a limited number of objects rather than counting all objects in various ways. The results of this study will provide basic data on counting of elementary school students in the lower grades, and will contribute to the establishment of effective teaching and learning methods for the counting.

고준석 Ko Junseok

DOI: JANT Vol.27(No.4) 435-462, 2024

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This study aims to derive educational implications for fostering mathematical creativity in elementary students. To achieve this, proportional distribution problems were presented as multiple-solution tasks, and students' problem-solving processes were analyzed from the perspective of mathematical creativity. The study involved 100 sixth-grade elementary students who were given proportional distribution problems as multiple-solution tasks to analyze their problem-solving methods. The students were grouped based on teacher variables, and the groups were assessed in terms of fluency, originality, and flexibility in mathematical creativity. The characteristics of the collective solution spaces were identified by comparing the frequency of various problem-solving strategies and representation types. The study found that teachers significantly influence mathematical creativity within collective solution spaces. Depending on the teacher, differences in fluency and originality were observed. Collective solution spaces with less reliance on formulaic approaches and higher use of diverse representations scored higher in creativity. Conversely, heavy reliance on symbolic representations was associated with lower creativity. These findings highlight the importance of encouraging various problem-solving strategies and representations within collective solution spaces to foster creativity. The study confirms that teachers play a crucial role in fostering mathematical creativity. Differences in creativity between groups based on teacher variables indicate that teachers impact students' problem-solving approaches. Additionally, relying solely on symbolic representations does not naturally lead to mathematical creativity, underscoring the need to provide students with opportunities to explore diverse mathematical representations. Creating an educational environment that encourages students to experiment with various strategies and representations is essential for nurturing their creativity.

이유진 Lee Yujin

DOI: JANT Vol.27(No.4) 463-479, 2024

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With the recent advancements in AI technology, numerous efforts have been made to utilize it effectively in education. In this context, this study aimed to investigate the teacher knowledge required to effectively integrate AI into mathematics education, based on the TPACK framework. Specifically, to effectively utilize AI in mathematics education, it is essential to consider not only teachers' technical knowledge related to AI but also their pedagogical knowledge and ethical considerations. Celik (2023)’s Intelligent-TPACK measurement tool, reconstructed with an emphasis on the ethical use of AI-based tools, was used to analyze the structural relationships between the components of TPACK and elementary school teachers' knowledge of ethical AI use in mathematics classes. The results revealed the hierarchical nature of AI-TPACK components and the influence of ethical knowledge (Ethics). AI-TCK and AI-TPK had a significant effect on AI-TPACK, while AI-TK did not have a direct effect on AI-TPACK but exerted a significant indirect effect through the mediation of AI-TCK, AI-TPK, and ethical knowledge (Ethics). Based on these findings, implications for teacher knowledge and teacher education programs aimed at effectively utilizing AI in education are discussed.

황지남 Hwang Jinam

DOI: JANT Vol.27(No.4) 481-500, 2024

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This study examined argumentation in lessons for mathematically gifted elementary students, focusing on two tasks: 1) proving how many convex polygons can be formed using all the pieces of a seven-piece puzzle, and 2) proving which convex polygons cannot be formed with a seven-piece puzzle in practice. The argumentation in the classroom was analyzed from the perspectives of ‘proving as problem-solving,’ ‘proving as convincing,’ and ‘proving as socially-embedded practice,’ as suggested by Stylianides et al. (2017). Additionally, Toulmin’s model of argument, as applied by Zhuang and Conner (2024), was used as an analytical framework to structurally understand the argumentation process. The research findings indicated that students successfully proved both tasks. Moreover, the specific conditions described in the data played a key role in enhancing argumentation in the classroom. Finally, in lessons emphasizing argumentation, teachers needed to develop classroom practices that encouraged the exploration of tasks based on mathematical reasoning.