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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Education of Primary School Mathematics
Journal Basic Information
Journal DOI :
Korea Society of Mathematical Education
Editor in Chief :
Volume & Issues
Volume 18, Issue 3 - Dec 2015
Volume 18, Issue 2 - Aug 2015
Volume 18, Issue 1 - Apr 2015
Selecting the target year
An analysis on the level of cognitive demands of mathematical tasks set up by pre-service elementary school teachers
Kwon, Sungyong ;
Education of Primary School Mathematics, volume 18, issue 2, 2015, Pages 61~75
DOI : 10.7468/jksmec.2015.18.2.61
This study analyzed the characteristics of mathematical tasks including the level of cognitive demands set up by pre-service elementary school teachers. 50 pre-service teachers in G university of education who participated in their 4 weeks teaching practicum were selected as subjects. They planned and implemented mathematics lesson with their lesson plans. Lesson plans, video of their lessons, transcript of video were gathered and analyzed the characteristics of mathematical tasks used in their lesson. Through the analysis, several conclusions were drawn as follow. First, 78% of the subjects modified tasks in mathematics textbooks. Since modification or construction of mathematical tasks gives good chance for constructing mathematical task knowledge for teaching, more chance should be given to pre-service teachers to construct new tasks or modify tasks in mathematics textbooks. Second, types of modification done by pre-service teachers were categorized as number change(15.6%), situation change(78.1%) and material change(6.3%). As Chapman(2013) emphasized the importance of MtKT, pre-service teachers must have more MtKT by understanding the characteristics of mathematical tasks. Third, the level of cognitive demands required by mathematical tasks were relatively low. 74% of mathematical tasks was lower cognitive demands and only 26% was higher cognitive demands. The level of cognitive demands of tasks in mathematics textbooks tended to be lowered by the directions given right after the tasks were given. In this respect, the structure of mathematics textbooks need to be changed.
A Development and Application of Independent Study Checklist for Mathematics Gifted Students
Bak, Jeong Ung ; Lee, Dae Hyun ;
Education of Primary School Mathematics, volume 18, issue 2, 2015, Pages 77~89
DOI : 10.7468/jksmec.2015.18.2.77
In this study, an 'Independent Study Checklist' for gifted mathematics students was developed and applied. The characteristics shown in the results after the 'Independent Study Checklist' was applied to mathematics gifted students were analysed. The checklist was divided into six phases of the independent study process and included checking contents at each stage. Observations, student interviews and results of the process of 'Independent Study' were collected and analysed to understand the characteristics of students' outcomes. The results from the application of the 'Independent Study Checklist' suggest the followings. First, the 'Independent Study Checklist' took the role of a self-check list to identify the process of the 'Independent Study'. Second, the check points of the 'Independent Study Checklist' presented the view of discussion to gifted students. Third, the 'Independent Study Checklist' was used as teaching material for teachers of gifted students. Fourth, 'Independent Study Checklist' was optionally used according student's study topics and method. Fifth, the checklist at each phase was continuously used during the whole process of 'Independent Study'. The teachers' interest and encouragement took the role of facilitating students' study process.
Effects of STEAM Program Development and Application for the 1st Grades of Elementary School
Jun, Mi Suk ; Park, Moon Hwan ;
Education of Primary School Mathematics, volume 18, issue 2, 2015, Pages 91~106
DOI : 10.7468/jksmec.2015.18.2.91
The purpose of this study were to develop a M-STEAM program for first grades in elementary school and investigate the effects of the program on their learning motivation for the math subject and creative personality. For those purpose, this study set the following research questions. Research Question 1 : How will a M-STEAM program be devised applicable to first grades in elementary school? Research Question 2 : What kind of effect does a M-STEAM program have on the learning motivation and creative personality of students? The findings were as follows: First, lesson contents were reorganized by keeping the Unit 3 in the second semester of first grade in the current math curriculum under the convergence theme of "Build an environment friendly future city" to which the STEAM elements were added. Developed program promoted mathematical thinking ability for problem solving in the process of operating the number of blocks. Through the M-STEAM program, convergence thinking was created from a new perspective by exerting creativity in such process. Second, the STEAM program had effects on the learning motivation and creative personality of first graders in math subject. The t-test results show that the STEAM program developed in this study increased the fun and interest of students, helped with their concentration, and promoted their understanding of mathematical concepts. Therefore the M-STEAM program had positive impacts on the learning motivation and creative personality of first graders in math learning.
A Study of the Potentials of Math Based Convergence Instructional Model
Kim, YuKyung ; Pang, JeongSuk ;
Education of Primary School Mathematics, volume 18, issue 2, 2015, Pages 107~122
DOI : 10.7468/jksmec.2015.18.2.107
This research aims to suggest a math-based convergence instructional model. The convergence instructional model with emphasis on problem solving ability was developed based on each subject and the STEAM model. Then, the appropriateness and limit of the classroom model were investigated, through examining the aspects of its realization in each stage of the class instruction model while enacting a four part lesson on 6th graders. As a result, each stage of the classroom instruction model influenced in helping the students discover various problem solving skills, critically examine the process of the solving, and attain positive perspectives on the classroom instruction. However, appropriate intervention of the teacher was needed to lead the students to further synthesize the explored issues in mathematics and to expand the scope of their emotional experience. This paper closes with suggestions in implementing math based convergence lessons.
The Influences of Experiences of Productive Failures on Mathematical Problem Solving Abilities and Mathematical Dispositions
Park, Yuna ; Park, Mangoo ;
Education of Primary School Mathematics, volume 18, issue 2, 2015, Pages 123~139
DOI : 10.7468/jksmec.2015.18.2.123
The purpose of this study was to investigate the effects of the experiences of productive failures on students' mathematical problem solving abilities and mathematical dispositions. The experiment was conducted with two groups. The treatment group was applied with the productive mathematics failure program, and the comparative group was taught with traditional mathematics lessons. In this study, for quantitative analysis, the students were tested their understanding of mathematical concepts, mathematical reasoning abilities, students' various strategies and mathematical dispositions before and after using the program. For qualitative analysis, the researchers analyzed the discussion processes of the students, students's activity worksheets, and conducted interviews with selected students. The results showed the followings. First, use of productive failures showed students' enhancement in problem solving abilities. Second, the students who experienced productive failures positively affected the changes in students' mathematical dispositions. Along with the more detailed research on productive mathematical failures, the research results should be included in the development of mathematics textbooks and teaching and learning mathematics.
An Analysis of Storytelling in Elementary Mathematics Textbooks - focusing on Grade Three
Shin, Joonsik ;
Education of Primary School Mathematics, volume 18, issue 2, 2015, Pages 141~154
DOI : 10.7468/jksmec.2015.18.2.141
This study analyzed storytelling in mathematics textbooks for third graders, which had been developed according to the 2009 revised mathematics curriculum. Storytelling are supposed to be composed of elements such as message, conflicts, characters, and plot, all of which should be consistent with and focused on unit contents. Especially, conflicts in storytelling should be so obvious that children can take an initiative in learning tasks to solve the problems required by the tasks. The analysis of storytelling in the introduction part in teacher's guides for the third-grade textbooks indicates the following: 1) messages are unclear; 2) conflicts are frequently absent (if any, they are unclear); 3) incidents attributable to textbook characters are insufficient; and 4) plots often lack plausibility. In order to achieve the purposes for which storytelling in mathematics textbooks is intended, storytelling should be reconstructed and improved, taking the roles that each component should serve into consideration.
The Effect Of Teachers' Reflection For Mathematics Classroom Instruction - Focused on the cognitive demands of mathematical tasks -
Lee, Eun Young ; Lee, Kwangho ;
Education of Primary School Mathematics, volume 18, issue 2, 2015, Pages 155~173
DOI : 10.7468/jksmec.2015.18.2.155
The purpose of this study is to offer the implication for elementary school mathematics teaching by analyzing teachers' reflection on the cognitive demands of mathematical tasks they give in class. During the setup phase and the implementation phase in math class, the researchers analyzed the change of cognitive demands on mathematical tasks and the factors which had influence on such changes. After teachers' reflection on teaching, the researchers analyzed the change of cognitive demands on mathematical tasks and the factors which had influence on such changes in math classes. As a result, before teachers' reflection on the cognitive demands of mathematical tasks, the higher-level demands of mathematical tasks had a tendency to decline. However, after teachers' reflection on the cognitive demands of mathematical tasks, higher-level demands of mathematical tasks were maintained.