A Study on the Definition of Prism Presented in Elementary School Mathematics Textbooks
조영미 Cho Youngmi
25(1) 1-17, 2022
조영미 Cho Youngmi
DOI: JANT Vol.25(No.1) 1-17, 2022
It summarized and analyzed how the definitions of prism, which is the main mathematics education contents of the upper grades of elementary school, have changed from the teaching period to the 2015 revised curriculum. To this end, the definition method was divided into three methods, and how each method was used in each curriculum was examined. Through this, it was confirmed that the definitions of prism were quite different for each curriculum period. In addition, the implications for the definition of each prism were compressed and presented. It will be an opportunity for the textbook author to think about what is a more meaningful definition method of prism.
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An Analysis of Elementary School Teachers’ Educational Needs on Designing Interactions for Online Mathematics Lessons
조미경 Cho Mi Kyung , 김세영 Kim Seyoung
25(1) 19-41, 2022
조미경 Cho Mi Kyung , 김세영 Kim Seyoung
DOI: JANT Vol.25(No.1) 19-41, 2022
Online classes have become one of the general teaching and learning method in elementary education, and elementary school teachers are essentially required to design and implement online math classes that reflect the characteristics of online environment and the specificity of the subject. The qualitative improvement of online mathematics lessons can start with examining what difficulties teachers actually have in enacting the online lessons, and this study focused on their educational needs by examining the degree to which elementary school teachers perceive and implement in terms of designing online interactions. The result showed that teacher education on Learner-Content Interaction (LC) and Learner-Learner Interaction (LL) was necessary for elementary school teachers designing online mathematics lessons, and the educational needs of detailed items of interactions were confirmed. Furthermore, it was found that there was a difference in educational needs for the types of online interactions according to the career life cycle of elementary school teachers. The instructional design strategies for online interactions in online mathematics lessons and implications for teacher education necessary for elementary school teachers were derived from the result.
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Development of an Instrument Measuring Elementary Pre-service Teachers’ Beliefs on Teaching and Learning Mathematics
황지현 Hwang Jihyun , 김진호 Kim Jinho , 권나영 Kwon Na Young
25(1) 43-55, 2022
황지현 Hwang Jihyun , 김진호 Kim Jinho , 권나영 Kwon Na Young
DOI: JANT Vol.25(No.1) 43-55, 2022
It is critical to examine changes in teachers’ beliefs on how to teach and learn mathematics through teacher education programs. This study aims to develop an instrument measuring elementary pre-service teachers’ beliefs on student- and teacher-centered instruction. After developing questionnaires with mathematics education experts, the structural validity of the instrument was evaluated by collecting and analyzing data from 166 pre-service teachers. Parallel analysis and exploratory factor analysis were applied sequentially to collect validity and reliability evidence. The results showed that this instrument can be used to examine changes in pre-service teachers’ two different types of belief: student- and teacher-centered instruction. We also suggested how to interpret scores appropriately.
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The Analysis of Proportional Reasoning Tasks in Elementary School Mathematics Textbooks
송동현 Song Dong Hyun , 박영희 Park Young Hee
25(1) 57-79, 2022
송동현 Song Dong Hyun , 박영희 Park Young Hee
DOI: JANT Vol.25(No.1) 57-79, 2022
Current mathematics It is necessary to ensure that ratio and proportion concept is not distorted or broken while being treated as if they were easy to teach and learn in school. Therefore, the purpose of this study is to analyze the activities presented in the textbook. Based on prior work, this study reinterpreted the proportional reasoning task from the proportional perspective of Beckmann and Izsák(2015) to the multiplicative structure of Vergnaud(1996) in four ways. This compared how they interpreted the multiplicative structure and relationships between two measurement spaces of ratio and rate units and proportional expression and proportional distribution units presented in the revised textbooks of 2007, 2009, and 2015 curriculum.
First, the study found that the proportional reasoning task presented in the ratio and rate section varied by increasing both the ratio structure type and the proportional reasoning activity during the 2009 curriculum, but simplified the content by decreasing both the percentage structure type and the proportional reasoning activity. In addition, during the 2015 curriculum, the content was simplified by decreasing both the type of multiplicative structure of ratio and rate and the type of proportional reasoning, but both the type of multiplicative structure of percentage and the content varied. Second, the study found that, the proportional reasoning task presented in the proportional expression and proportional distribute sections was similar to the previous one, as both the type of multiplicative structure and the type of proportional reasoning strategy increased during the 2009 curriculum. In addition, during the 2015 curriculum, both the type of multiplicative structure and the activity of proportional reasoning increased, but the proportional distribution were similar to the previous one as there was no significant change in the type of multiplicative structure and proportional reasoning.
Therefore, teachers need to make efforts to analyze the multiplicative structure and proportional reasoning strategies of the activities presented in the textbook and reconstruct them according to the concepts to teach them so that students can experience proportional reasoning in various situations.
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A Study on Analyzing Solution Spaces of Open-ended Tasks in Elementary Mathematics
김남균 Kim NamGyun , 김수지 Kim Su Ji , 송동현 Song Dong Hyun , 오민영 Oh Min Young , 이현정 Lee Hyun Jung
25(1) 81-100, 2022
김남균 Kim NamGyun , 김수지 Kim Su Ji , 송동현 Song Dong Hyun , 오민영 Oh Min Young , 이현정 Lee Hyun Jung
DOI: JANT Vol.25(No.1) 81-100, 2022
The purpose of this study is to develop a framework for analyzing the solution spaces of open-ended task and to explore their usefulness and applicability based on the analysis of solution spaces constructed by students. Based on literature reviews and previous studies, researchers developed a framework for analyzing solution spaces (OMR-framework) organized into subspaces of outcome spaces, method spaces, representation spaces which could be used in structurally analyzing students’ solutions of open-ended tasks. In our research, we developed open-ended tasks which had various outcomes and methods that could be solved by using the concepts of factors and multiples and assigned the tasks to 181 elementary school fifth and sixth graders. As a result of analyzing the student's solution spaces by applying the OMR-framework, it was possible to systematically analyze the characteristics of students' understanding of the concept of factors and multiples and their approach to reversible and constructive thinking. In addition to formal mathematical representations, various informal representations constructed by students were also analyzed. It was revealed that each space(outcome, method, and representation) had a unique set of characteristics, but were closely interconnected to each other in the process. In conclusion, it can be said that method of analyzing solution spaces of open-ended tasks of this study are useful for systemizing and analyzing the solution spaces and are applicable to the analysis of the solutions of open-ended tasks.
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Changes in Perceptions of Elementary School Preservice Teachers about Mathematical Modeling
김용석 Kim Yongseok
25(1) 101-123, 2022
김용석 Kim Yongseok
DOI: JANT Vol.25(No.1) 101-123, 2022
Recently, as the educational paradigm shifts from teacher-centered to learner-centered, the active construction of knowledge of learners is becoming more important. Accordingly, classes using mathematical modeling are receiving attention. However, existing research is focused on teachers or middle and high school students, so it is difficult to apply the contents and results of the research to preservice teachers. Therefore, in this study, the experience of mathematical modeling was examined for elementary school preservice teachers. And we looked at how positive experiences of mathematical modeling change their perceptions. As a result of the study, elementary school preservice teachers had very little experience in mathematical modeling during their school days. In addition, it was found that the perceptions changed more positively than when a theoretical class on mathematical modeling was conducted, rather than when the experience of mathematical modeling was actually shared. Based on the results of this study, implications were suggested in the course of training preservice teachers.
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An Analysis of the Pre-service Teachers' Conceptions on Mathematical Problems
박만구 Park Mangoo
25(1) 125-141, 2022
박만구 Park Mangoo
DOI: JANT Vol.25(No.1) 125-141, 2022
The purpose of this study is to analyze how pre-service teachers perceive mathematics problems by making good mathematics problems at the elementary school level and applying them to elementary school students. In this study, 86 pre-service teachers enrolled in the second and third grades of A University of Education presented good mathematics problems they thought of. In addition, these pre-service teachers predicted the solution strategies of elementary school students for the proposed mathematics problem and described the teacher's expertise while observing the problem-solving process of elementary school students. As a result of the study, pre-service teachers preferred mathematical problems needed for using mathematical concepts or algorithms, motivation, and open-ended problems as good mathematics problems, and thought that students' in-depth observation and analysis experiences could help improve teachers' problem-solving expertise. In order to enhance teachers' expertise in solving mathematics problems, the researcher proposed for pre-service teachers to observe students' mathematics problem-solving processes, to experience in developing high-quality mathematics problems, and also to distribute high-quality mathematics problems linked to textbook problems.
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