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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 19, Issue 3 - Jul 2016
Volume 19, Issue 2 - Apr 2016
Volume 19, Issue 1 - Jan 2016
Selecting the target year
An Analysis on Teaching Methods of Patterns in Elementary Mathematics Textbooks
Pang, JeongSuk ; Sunwoo, Jin ;
Education of Primary School Mathematics, volume 19, issue 1, 2016, Pages 1~18
DOI : 10.7468/jksmec.2016.19.1.1
Patterns are of great significance to develop algebraic thinking of elementary students. This study analyzed teaching methods of patterns in current elementary mathematics textbook series in terms of three main activities related to pattern generalization (i.e., analyzing the structure of patterns, investigating the relationship between two variables, and reasoning and representing the generalized rules). The results of this study showed that such activities to analyze the structure of patterns are not explicitly considered in the textbooks, whereas those to explore the relationship between two variables in a pattern are emphasized throughout all grade levels using function table. The activities to reason and represent the generalized rules of patterns are dealt in a way both for lower grade students to use informal representations and for upper grade students to employ formal representations with expressions or symbols. The results of this study also illustrated that patterns in the textbooks are treated rather as a separate strand than as something connected to other content strands. This paper closes with several implications to teach patterns in a way to foster early algebraic thinking of elementary school students.
An Analysis of Pre-service Teachers' Pedagogical Content Knowledge about Story Problem for Division of Fractions
Noh, Jihwa ; Ko, Ho Kyoung ; Huh, Nan ;
Education of Primary School Mathematics, volume 19, issue 1, 2016, Pages 19~30
DOI : 10.7468/jksmec.2016.19.1.19
This study examined pre-service teachers' pedagogical content knowledge of fraction division in a context where they were asked to write a story problem for a symbolic expression illustrating a whole number divided by a proper fraction. Problem-posing is an important instructional strategy with the potential to create meaningful contexts for learning mathematical concepts, especially when real-world applications are intended. In this study, story problems written by 135 elementary pre-service teachers were analyzed with respect to mathematical correctness. error types, and division models. Patterns and tendencies in elementary pre-service teachers' knowledge of fraction division were identified. Implicaitons for teaching and teacher education are discussed.
Effects on the Application by Finding Errors in the Learning of Figure
Lim, Ji-Hyun ; Choi, Chang Woo ;
Education of Primary School Mathematics, volume 19, issue 1, 2016, Pages 31~45
DOI : 10.7468/jksmec.2016.19.1.31
In this study, the case of error became the object of learning, and the investigator applied these cases to an actual class and established three study problems in order to achieve the purpose of this study. The results of analysis of students' errors in figure based on before achievement test are shown as follows: First, the most errors occurred in the figure was the ones from deficient mastery of prerequisite concepts and definitions. Specially, the errors from deficient mastery of prerequisite concepts and definitions have the majority. it is very high ratio even if it considers an influence of an evaluation question item. so, I think it is necessary to teach concept related figure above all. Second, as the results of application 'finding errors' to a class, there is a meaningful difference in the mathematical achievement and reasoning ability within significance level 5%. This means 'finding errors' is one of the teaching method that it develops the mathematical achievement and reasoning ability.
Qualitative Analysis on Mixed Research in the field of Mathematics for Elementary Students
Na, Jang Ham ; Kim, Jinho ;
Education of Primary School Mathematics, volume 19, issue 1, 2016, Pages 47~60
DOI : 10.7468/jksmec.2016.19.1.47
The purpose of this study is to analyze how the qualitative research is applied to mixed method research and thereby to gain an insight to suggest reasonable ways of employing qualitative method in order to accomplish intended goal of research, especially in the field of mathematics education. For that purpose, this study carefully selects and analyzes 5 article that used mixed method and were published by Education of Primary School Mathematics Journal in 2012. Unlike those a few previous studied on mixed method that focused on producing general trend by simply showing quantitative information on what the frequence of used research topic, content, methods combination, quantitative methods, and qualitative methods, this study provides detailed result of qualitative analysis on mixed studies. In sum, this study concludes with practical and in-depth suggestions on how to improve validity of mixed research and qualitative research in the field of mathematic of education.
An Analysis on the Meaning and Use of Manipulatives in the Elementary Mathematics Lessons
Park, Mangoo ;
Education of Primary School Mathematics, volume 19, issue 1, 2016, Pages 61~78
DOI : 10.7468/jksmec.2016.19.1.61
The purpose of this study was to investigate the perceptions and perspectives on meanings and use of manipulatives in mathematics lessons. For the investigation, the researcher reviewed related literature and analyzed the perceptions of preservice teachers on the meanings and use of manipulatives in mathematics lessons. The participants were 75 preservice elementary school teachers who took a teaching practice course at the 1st or the 2nd semester in 2015. These preservice teachers observed mathematics lessons for two weeks during the student teaching periods. They were requested to observed the use of manipulatives in mathematics lessons and wrote about their ideas on the meanings and use of manipulatives. Result of the research was that the perceptions on the meanings and use of manipulatives from the preservice teachers' perspectives are as follows. Manipulatives in mathematics lessons were self-made or pre-made manufactures. The using time of manipulatives during lessons varies, and the teachers provide the manipulatives with contexts. Providing in-depth observation during a teaching practice course is allowed opportunities for preservice teachers to reflect their mathematics teaching and learning methods in the classroom.
Effect of Mathematics Instruction Based on Constructivism on Learners' Knowledge Generation Level and Reasoning Ability - Focusing on 4th Grade Fraction
Lee, Eungsuk ; Kim, Jinho ;
Education of Primary School Mathematics, volume 19, issue 1, 2016, Pages 79~112
DOI : 10.7468/jksmec.2016.19.1.79
The purpose of this research is to find the effects of learner-centered instruction based on constructivism (LCIC) on their knowledge generation level and reasoning ability. To look for them, after fraction units are re-planed for implementing LCIC, instructions using it provide students in a class. From the data, some conclusions can be drawn as follows: LCIC has more positive influence of students on recall ability, generation ability, and reasoning ability than tractional instruction method. With the data it can be said that the interaction exists between learners' reasoning ability and generation level.