김성경 Kim Seong-kyeong

DOI: JANT Vol.55(No.4) 397-416, 2016

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This study analyzed the quality of mathematics classes with observations using the instrument, MQI(Mathematical Quality of Instruction). Class recordings and interviews were conducted on 2 pre-service teachers and 4 in-service teachers. This study recorded and analyzed 3 or 4 classes for each mathematics teacher by using revised MQI. There were a total of 8 raters: 2 or 3 raters analyzed each class. MQI has four dimensions: Richness of the Mathematics, Working with Students and Mathematic, Errors and Imprecision, Student Participation in Meaning-Making and Reasoning. In the dimension of `Richness of Mathematics`, all teachers had good scores of `explanations of teacher` but had lower scores of `linking and connections`, `multiple procedures or solution methods` and `developing mathematical generalizations.` In the dimension of `Working with Students and Mathematics`, two in-service teachers who have worked and having more experience had higher scores than others. In the dimension of `Errors and Imprecision`, all teachers had high scores. In the dimension of `Student Participation in Meaning-Making and Reasoning`, two pre-service teachers had contrast and also two in-service teachers who hadn`t worked not long had contrast. Implications were deducted from finding to improving quality of mathematics classes.

차민경 Min Kyung Cha , 김민경 Min Kyeong Kim

DOI: JANT Vol.55(No.4) 417-445, 2016

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The purpose of this research is to discover and analyze the stages of concern, level of use, innovation configurations and the analysis of their relationship to each other of storytelling-based math education among elementary teachers based on the concerns-based adoption model (CBAM). And then the researcher derives support strategies for the education by empirically examining at which levels and how actual elementary teachers perceive storytelling-based math education and also how they adopt it. In addition, the researcher lays the purpose of this study on seeking proper supporting strategies for helping elementary teachers implement storytelling-based math education and providing basic material for teaching activities by examining the correlation between stages of concern, levels of use and the innovation configuration, and grasping the relation between teachers concern and their educational practice regarding storytelling-based math education.

김현주 Hyunju Kim , 김원경 Won Kyung Kim

DOI: JANT Vol.55(No.4) 447-465, 2016

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The purpose of this study is to analyze longitudinal trends of students` mathematical affective domain by use of the data mining method. For this purpose, we used the Korea education longitudinal study(KELS 2005) which was the survey data for students` achievement test, affective domain test, teachers` evaluation, and parents` evaluation from 7^th grader in the year of 2005 to 11th grader in the year of 2010. Subjects of this study is a total of 5040 students who answered to the mathematical affective domain survey in KELS 2005. The result findings are as follows. First, students` affective domain had changed negatively as they went up to higher grade. Second, if students` affective domain had built at a certain level in 7^th grade, the level did not change easily until 11^th grade. Third, major factors of students` affective domain were shown to be self-efficacy, intrinsic motivation, efforts and patient, and time management.

방정숙 Pang Jeongsuk , 조수윤 Cho Sooyun , Seah Wee Tiong

DOI: JANT Vol.55(No.4) 467-484, 2016

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What an individual values and regards as important has a significant impact on his or her learning. Classroom instruction would be even more effective if what the teacher regards as important in his or her pedagogical practice are aligned with what students regard as important too. Given this background, this study sought to find out what Korean students valued about mathematics and mathematics learning using a questionnaire developed by Seah (2005). The participants were 409 students from Grade 6 and 407 students from Grade 9 in Korea. The results of this study showed that students put the biggest emphasis on ideological aspects of mathematics, specifically rationalism, among mathematical values. The students also valued product, computation, process, exposition, and recalling among values related to the learning of mathematics. A comparative analysis between the two groups of students showed that sixth graders tended to think more positively with regards to each value than ninth graders. On the basis of these results, this paper raises some issues about students` values in mathematics learning. It also suggests that teachers need to consider what students value and regard as important in their mathematics learning to bring about even more effective instruction.

김현아 Kim Hyun-ah , 이봉주 Lee Bongju

DOI: JANT Vol.55(No.4) 485-501, 2016

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This study was to explore the factors that mathematics teachers actually need to improve their students` creativity and character to pursue education in the direction of the revised curriculum. We first temporarily extracted the elements to reinforce mathematics teachers` professionalism for creativity and character education through literature review, and then conducted the modified delphi technique and interview by targeting secondary school mathematics teachers. Based on the discussion of previous studies, we divided into five areas for mathematics teachers` professional development of creativity and character education: 1. understanding of creativity and character education, 2. creating an environment, 3. understanding curriculum for creativity and character education, 4. instructional design and apply for creativity and character education, 5. evaluating for creativity and character education. Actually content elements highly required by mathematics teachers were reset 17 items. The results of this study are expected to be used as the basis for teachers` professional development of creativity and character education in mathematics education.

이영순 Lee Young Soon , 이상수 Lee Sang Soo

DOI: JANT Vol.55(No.4) 503-522, 2016

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The purpose of this study is to investigate the effects of peer-to-peer relay feedback strategy on achievement in mathematical problem solving and mathematical communication ability. The experimental instruction was given to 99 students. They were divided into two groups. In this research a strategy of peer-to-peer relay feedback is developed. To enhance lateral communication, students were instructed according to the strategy to read open-type problems, to write mathematical ideas individually and to share their ideas and get feedback in relay method with peers within a small subgroup. The results are as follows. 1) Mathematics achievement assessments were carried six times in the cleanup phases of the class. There was no difference at the 1st test. 2) The second t-test of mathematical communication abilities showed that there was meaningful difference and that peer-to-peer relay feedback was effective. But there was no difference on reading. 3) Peer-to-peer relay feedback strategy has a positive impact.

강순자 Soonja Kang , 장미라 Mira Jangfsk

DOI: JANT Vol.55(No.4) 523-538, 2016

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The purpose of this study is to explore the secondary mathematics teachers` technology integration self-efficacy with respect to geometry classes which they had experienced during last 1 year, 2015. For this study, we developed and validated the questionnaires based on TPACK framework in secondary geometry context. The questionnaires contained 28 items examining the secondary mathematics teachers` TPACK. We conducted the item analysis with 28 items and then the exploring factor analysis. As a result, 28 items was categorized into 5 constructs, TPCK, TCK, TK, PCK, PK, different from Mishra and Koehler`s categorization. We analyzed the secondary mathematics teachers` technology integration self-efficacy with respect to geometry classes based on 5 TPACK constructs. The results indicated that there were no significant differences in technology integration self-efficacy according to gender. But technology integration self-efficacy according to the years of teaching experience differed significantly. The more years of teaching experiences teachers have, the lower level of TPCK and TK they have and the more years of teaching experiences teachers have, the higher level of PCK they have. The results also showed that there ware significant difference in TPCK according to the existence and non-existence of taking the technology courses during the time at university. Furthermore, we provide the implication for the professional preparation program for the mathematics teachers in middle schools.