Study on the examination of the first graders` mathematics Learning abilities in elementary school
권정례 Jeom Rae Kwon
52(4) 443464, 2013
권정례 Jeom Rae Kwon
DOI: JANT Vol.52(No.4) 443464, 2013
The purpose of this study is to identify the first graders` mathematics learning abilities in elementary school. To do this, I examined the first graders on their mathematics learning abilities, and analyzed the test results. Although all of the evaluation factors are composed the mathematical contents which are taught in elementary school, the correct answer rate of them were very high. The results of this study will be used as the basis. for developing the mathematics curriculum and textbook in elementary school. Also first grade teachers can use the results of this study as a basis when they plan a instruction for the first graders.

Analysis on the peer assessment results and the attributes of mathematics preservice teachers` virtual instruction
김선희 Sun Hee Kim
52(4) 465481, 2013
김선희 Sun Hee Kim
DOI: JANT Vol.52(No.4) 465481, 2013
In this study, 27 preservice teachers presented virtual mathematics instruction to develop his/her own teaching practice ability. I found several attributes in their virtual mathematics instruction such as connecting contents, asking justification, encouraging students` communication, representing variously, and using ICT etc. These will be the characteristics of the future mathematics class. When peer preservice teachers assess presenter`s instruction quantitatively, there are differences in the results between expert and preservice teachers. Preservice teachers didn`t find the elements of student self assessment or group assessment and communication activities at the virtual instruction. When they assess peers` virtual instruction qualitatively, the results are specific or new ones compared with the quantitative assessment elements. Thus I suggested some implications for the mathematics preservice teachers` virtual instruction in the view of teacher education.

A coauthorship network analysis on mathematics education scholars
김성영 Sung Yeun Kim
52(4) 483496, 2013
김성영 Sung Yeun Kim
DOI: JANT Vol.52(No.4) 483496, 2013
In this study, we investigated the structure of the mathematics education scholars` coauthorship relationship in papers registered at the National Research Foundation of Korea by social network analysis. The data were 354 scholars from 257 papers in 4 journals from 2009 to 2013 based on ``the 2009 revised Korean National Curriculum``. For the analysis, Pajek3 and UCINET6.3 were used. The results of this study were as follows:First, each of the mathematics education scholars is connected on average with about 5 paths of intermediate collaborators. Second, Analyses of the first component group found distinguishable scholar groups` characteristics depending on their affiliations, majors, and job statuses. Third, there were scholars having high values in network degree centrality measures despite not having high numbers in published papers. On the contrary, there sere scholars having high numbers in published papers despite not having high values in network analysis. Finally, I suggested the directions for the future research with the limitations of this study.

Expected problems for storytelling mathematics education and some suggestions
김연미 Yon Mi Kim
52(4) 497516, 2013
김연미 Yon Mi Kim
DOI: JANT Vol.52(No.4) 497516, 2013
Inspite of many strengthens of storytelling mathematics education, some problems are expected: when math is taught in concrete contexts, students may have trouble to extract concepts, to transfer to noble and abstract contexts, and they may experience inert knowledge problem. Low achieving students are particularly prone to these issues. To solve these problems some suggestions are made by the author. These are analogous encoding and progressive formalism. Using analogous encoding method students can construct concepts and schema more easily and transfer knowledge which shares structural similarity. Progressive formalism is an effective way of introducing concepts progressively moving from concrete contexts to abstract context.

Perceptions of preservice mathematics teachers` teaching practicum and difficulties of mathematics instruction
심상길 Sang Kil Shim , 이강섭 Kang Sup Lee
52(4) 517529, 2013
심상길 Sang Kil Shim , 이강섭 Kang Sup Lee
DOI: JANT Vol.52(No.4) 517529, 2013
The purpose of this study is to investigate preservice teachers` perceptions and their difficulties of mathematics instruction. Preservice teachers have positive perceptions about teaching students and teaching profession through teaching practicum. In addition, they have perceived that teaching practicum can enhance teaching methods for their students. Especially, they suggested that cooperating teachers` instruction and mathematics teachers and their colleagues` classroom observation are important factors to improve their teaching methods. In other hands, they have difficulties in application of questions encouraging mathematical thinking, attention concentration considering students` interest and planning and performing for mathematics instruction class according to levels of students` study abilities. Based upon this study`s findings, teacher education institutes should make efforts to alleviate difficulties in mathematics instruction through effective teaching practicum such as regular reflection activities for their classes, programs development associated with schools, pretraining and education programs for guidance teachers.

The impact of Google SketchUp on spatial ability and 3D geometric thinking of 7th grade students in volume measurement of solid figures
이현희 Hyun Hui Lee , 김래영 Rae Young Kim
52(4) 531547, 2013
이현희 Hyun Hui Lee , 김래영 Rae Young Kim
DOI: JANT Vol.52(No.4) 531547, 2013
The purpose of the study is to examine how effects of activities using Google SketchUp on students` spatial ability and 3D geometric thinking in measuring the volume of solid figures. By comparing the results from pre and posttests between the experimental group and control group, we found that activities using Google SketchUp help students improve their spatial ability in the spatial orientation and visualization. In addition,more than half students in the experimental group moved from level 4 up to level 7 in thinking process of measuring the volume in terms of Battista(2004)`s levels. This study suggests that the instruction with Google SketchUp can help to improve students` spatial ability and 3D geometric thinking in the regular class in middle school. In addition, SketchUp can be an advanced technological tool to support students` selfdirected learning, which create an efficient educational environment and a great opportunity to learn geometry in an effective manner.

A study on understanding the deduction system in the proof
강정기 Jeong Gi Kang , 노은환 Eun Hwan Roh
52(4) 549565, 2013
강정기 Jeong Gi Kang , 노은환 Eun Hwan Roh
DOI: JANT Vol.52(No.4) 549565, 2013
To help students understand the deduction system in the proof, we analyzed the textbook on mathematics at first. As results, we could find that the textbook` system of deduction is similar with the Euclid` system of deduction. The starting point of deduction is different with each other. But the flow of deduction match with each other. Next, we searched for the example of circular argument and analyzed. As results, we classified the circular argument into two groups. The first is an internal circular argument which is a circular argument occurred in a theorem. The second is an external circular argument which is a circular argument occurred between many theorems. We could know that the flow of deduction system is consistent in internalexternal dimension. Lastly, we proposed the desirable teaching direction to help students understand the deduction system in the proof.

"The Knowledge Quartet" as a framework of analyzing teacher knowledge in mathematics instruction
방정숙 Jeong Suk Pang , 정유경 Yoo Kyung Jung
52(4) 567586, 2013
방정숙 Jeong Suk Pang , 정유경 Yoo Kyung Jung
DOI: JANT Vol.52(No.4) 567586, 2013
The purpose of this study was to introduce the Knowledge Quartet (KQ) framework by which we can analyze teacher knowledge revealed in teaching mathematics. Specifically, this paper addressed how the KQ framework has been developed and employed in the context of research on teacher knowledge. In order to make the framework accessible, this paper analyzed an elementary school teacher`s knowledge in teaching her fifth grade students how to figure out the area of a trapezoid using the four dimensions of the KQ (i.e.,foundation, transformation, connection, and contingency). This paper is expected to provide mathematics educators with a basis of understanding the nature of teacher knowledge in teaching mathematics and to induce further detailed analyses of teacher knowledge using some dimensions of the KQ framework.
