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The Journal of Educational Research in Mathematics (JERM) was founded in 1991 as the official journal of the Korean Society of Educational Studies in Mathematics. The journal aims to serve as the scholarly venue for emerging research ideas and innovative pedagogical research developments in mathematics education across different cultures and global regions. The journal has earned a reputation as the premier national scholarly journal in Korea, and now looks to serve the interests and needs of the international research community of mathematics education. JERM is an international, peer-reviewed open access journal that publishes articles in Korean or English. Seekings to publish high-quality original research and scholarly articles, the scope of JERM focuses on various areas and topics in mathematics education, including (but not limited to): +More

Learningmathematics& psychology

Teachingmathematics& teacher education

History of mathematics & philosophy

Mathematicscurriculum& assessment

Educational policy& social systems

Instrument& technology

ENGKOR
  • Original Article | 2022-05-31

    Kyeong-Hwa Lee1, Eunjung Lee2, Minsun Park3 , Mimi Park4

    2022; 32(2): 63-82

    https://doi.org/10.29275/jerm.2022.32.2.63
    Abstract

    Abstract : This study explores the application of ‘key concepts’ and ‘generalized knowledge’ in the 2015 revised mathematics curriculum to mathematics teaching practices, according to the competency education as articulated in the 2022 revised curriculum. The 2022 revised curriculum re-conceptualizes subject competency as comprising ‘knowledge and understanding,’ ‘process and skills,’ and ‘values and attitudes.’ Accordingly, the construct of key concepts and generalized knowledge is required to integrate the aforementioned factors; however, previous studies have only integrated ‘knowledge and understanding’ and ‘process and skills.’ Building on prior research, the current study proposes the network of key concepts and generalized knowledge through the integration of ‘knowledge and understanding’ and ‘process and skills.’ The implications of our exploration are as follows. First, the network of key concepts and generalized knowledge should be derived by reflecting the elements or aspects of ‘knowledge and understanding’ and ‘process and skills’ for learning content. Second, it is necessary to reconstruct the network of key concepts and generalized knowledge in consideration of situated contexts and the teacher’s beliefs and judgments. Third, systematizing the procedures of utilizing key concepts and generalized knowledge in the design and implementation of mathematics instruction is needed for supporting mathematics teachers.

  • Original Article | 2022-05-31

    Ryoonjin Song

    2022; 32(2): 83-102

    https://doi.org/10.29275/jerm.2022.32.2.83
    Abstract

    Abstract : Mathematical literacy constitutes a basic arithmetic skill in traditional society; however, its concept has evolved to applying mathematical knowledge and ideas to solve diverse and complex real-world problems and to improve people’s lives and society at large. In this context, a new paradigm is necessary for adult mathematics learners to cultivate the mathematical literacy required in a knowledge-convergence society. Based on an extensive literature review related to adult mathematics education and interdisciplinary education, the researcher proposes the goals of adult mathematics education and the principles to develop a curriculum using an interdisciplinary educational approach. The approach used in this study may form the basis for implementing mathematical literacy education in adults.

  • Original Article | 2022-05-31

    Jin Sunwoo

    2022; 32(2): 103-124

    https://doi.org/10.29275/jerm.2022.32.2.103
    Abstract

    Abstract : Although interest in lesson design has been increasing among mathematics teachers, there is a lack of research on how to analyze the mathematics lesson design. Given this backgound, this study explored prior studies to extract four elements for analyzing lesson design and collected 104 lesson plans from prospective elementary school teachers in order to investigate their ability and characteristics of mathematics lesson designs. This study then analyzed their lesson plans by using Latent Profile Analysis (LPA) with four elements (i.e., understanding of mathematical tasks, considering students’ mathematical thinking, connecting to mathematics content, and assessment). The results show that mathematics lesson plans designed by prospective elementary school teachers could be classified into three types: a lesson design that lacks understanding of learning goal and students’ mathematical thinking, a lesson design that indicates superficial consideration of students’ mathematical thinking, and a well-prepared lesson design with all of the elements. Based on the results, this study discusses the mathematics lesson designs of prospective elementary teachers as well as subsequent research.

  • Original Article | 2022-05-31

    Nayoung Ku1, Inyong Choi2

    2022; 32(2): 125-147

    https://doi.org/10.29275/jerm.2022.32.2.125
    Abstract

    Abstract : The purpose of this study is to analyze the textbook focusing on forecast and optimization. The topic of forecast and optimization addresses the core principles of artificial intelligence. The analytical framework in the study was developed by deriving reconstructed achievement standards and teaching and learning guidelines from three achievement standards about forecast and optimization. Moreover, five types of textbooks were analyzed. The results have several implications for developing a revised curriculum and textbook.

  • Original Article | 2022-05-31

    Sun Hee Kim1, Haemee Rim2, Yun Min Kim3, Ji Hyun Hwang4, Su Min Kim5 , Chul Min Kim6

    2022; 32(2): 149-181

    https://doi.org/10.29275/jerm.2022.32.2.149
    Abstract

    Abstract : In this study, a Delphi survey was conducted to generate the framework of a mathematics competency, called Attitude and Practice. Sixteen participants in the two consecutive rounds of the Delphi survey included mathematics education expert in student affect or educational psychology, and in-service mathematics teachers with a master’s degree or higher. We first established the definition of Attitude and Practice and identified their components while securing validity evidence from the Delphi survey results. Attitude and Practice are the competency to engage in mathematical activities with the joy and passion of doing mathematics as an individual or a group. Next, we characterized the components of Attitude and Practice as follows: (1) pleasure of learning mathematics, including interest, self-efficacy, and meta-affect (2) passion for mathematics including perseverance and seeking challenges, (3) doing mathematics together, including resolving conflicts and motivation for collaboration, and (4) global citizenship and enjoying mathematics culture. We defined and validated the specific components with the literature review and the Delphi survey responses. The results of this study will serve as a foundation of research to develop scenario-based assessments for students’ attitudes and practices. Furthermore, the framework established in this study can provide insights into the evaluation of mathematics competency of Attitude and Practice regarding Korean mathematics educators who have experienced difficulties in defining and assessing Attitude and Practice.

ENGKOR
  • 전자저널 논문 | 2021-08-31

    Nilton Silveira Domingues1 , Marcelo C. Borba2

    2021; 31(3): 257-275

    https://doi.org/10.29275/jerm.2021.31.3.257
    Abstract

    Abstract : This paper aims to present how video production is impacting the classroom, mathematics students and teachers in Brazil, as well as mathematics knowledge production developed with this media. Digital video Festivals with mathematical content are being implemented in Brazil, locally and nationally. One of them is Mathematics Education Digital Video Festival, organized by the Research Group in Informatics, Other Media and Mathematics Education, GPIMEM. In this century, video is earning space as a pedagogical approach in either face-to-face or distance education, even before the COVID-19 pandemic. Currently, considering social distance, the use of videos became an imposed reality to students and teachers. Students and teachers with different level of experience or age started to realize possible positive effects regarding the reorganization of the classroom by the presence of mathematical videos. However, other aspects provided negative effects: for example, inequalities in homes and mobile access impacted equal opportunity to all. This paper will summarize the use of mathematical video in the last century and discuss what is happening this century. We will revise some research developed, mainly in Brazil, that shows how the classroom does not fit in a parallelepiped model. Internet, videos and software combined are "things" that have agency and are co-participating in learning and teaching mathematics. The organization of festivals of videos have become important not only in Brazil but elsewhere in many formats either nationally or internationally, in a way to create challenges, exhibitions, cultural mix that aim to show mathematics applications to the general public. In particular, this article reports on parts of a qualitative research that investigated participants of the first edition of the referred national festival. As a result, we look for the comprehension of following the discussions of qualitative transformations regarding the use of videos in classrooms and mathematics knowledge production, as this new setting suggests that digital technologies arrived in XXI century to collaborate with learning. This article will be supported by a theoretical perspective on technology based on the notion of humans-withmedia. In such a perspective knowledge is seen as being constructed by humans and different media and different artifacts. This article shows how such a perspective may help us to cope with the classroom of the XXI century, including the classroom that during the pandemic include students' and teachers' homes.

  • 전자저널 논문 | 2021-08-31

    Ngan Hoe Lee1, June Lee2 , Zi Yang Wong3

    2021; 31(3): 321-356

    https://doi.org/10.29275/jerm.2021.31.3.321
    Abstract

    Abstract : Characterised by increased automation and digitalisation of work processes, the Fourth Industrial Revolution (4IR) has displaced and redesigned many existing jobs, and will create new occupations that are currently non-existent. To prepare a future workforce that is adaptive amid a volatile employment landscape, schools should provide the necessary learning experiences to help students today develop transferrable competencies, which encompass deep conceptual understanding of domain-specific knowledge and 21st century competencies in the cognitive, intrapersonal, and interpersonal domains. In this paper, we study this possibility in the context of mathematics learning and propose a constructivist learning design (CLD) that affords students to engage in deeper learning processes. In the proposed CLD, students first work collaboratively to solve a complex problem targeting a math concept that they have yet to learn, before being engaged in instruction that builds upon their solutions in the teaching of the concept, and practices that reinforce these ideas. Testing CLD in mathematics learning at secondary level via a quasi-experimental design, we found out that (1) CLD facilitates deeper learning as it encouraged students to apply their cognitive, intrapersonal, and interpersonal competencies, and (2) CLD students (n=23) outperformed their Direct Instruction counterparts (n=18) on mathematical conceptual understanding and transfer. Overall, this study suggests that the CLD has the potential to cultivate competencies that allow students to transfer in novel situations, rendering it as a possible learning environment to better prepare students for the 4IR.

  • 전자저널 논문 | 2021-05-31

    Jeong-Won Noh1, Kyeong-Hwa Lee2, Sung-Jae Moon3

    2021; 31(2): 131-152

    https://doi.org/10.29275/jerm.2021.31.2.131
    Abstract

    Abstract : This study aims to reveal how diagramming in the everyday mathematics classroom supports students’ mathematical learning, based on the Châteletean perspective. To this end, we analyzed the diagramming of two 9th grade students who participated in the task of proving the Pythagorean theorem through diagrams in a geometry lesson. In particular, we focused on the epistemic distance as well as the material directness between the students and the diagrams. As a result, the students discovered mathematical ideas while they engaged in direct or indirect diagramming; they actualized virtual mathematical objects and relationships that were not visible in the given diagrams. During diagramming, the epistemic distance between the students and the diagrams was also dynamically changing. The findings suggest that diagramming in mathematics classrooms is not just a static representational activity, but an indeterminate and mobile engagement, which materially interacts with diagrams at varying degrees of epistemic distance.

  • 전자저널 논문 | 2021-08-31

    Yuichiro Hattori1 , Hiroto Fukuda2, Takuya Baba3

    2021; 31(3): 357-378

    https://doi.org/10.29275/jerm.2021.31.3.357
    Abstract

    Abstract : The purpose of this study is to propose socio-critically open-ended problems (SCOEPs) as a novel theoretical framework for nurturing students' critical mathematical literacy while respecting diverse values embedded in transscientific problems. First, we outline the socially open-ended problem─which is of current interest to Japanese researchers of critical mathematics education─and describe its nature and significance. Second, we derive issues from current research on social justice and ethics in mathematics education using a literature interpretive methodology and build a theoretical framework of SCOEPs to develop socially open-ended problems. We present several potential examples of classroom practices based on the SCOEPs framework that were implemented in Japanese schools to explore the impact of these questions on student's engagement and thinking processes. We found evidence that the objectives of nurturing both social judgment skills within an ethical framework, as well as fostering mathematically and socially diverse solutions for authentic problems are integrated in SCOEPs. The framework can be described as the coexistence of the process of fostering social decision-making through mathematical thinking and the process of critically considering mathematical thinking to achieve social justice. This proposal has significant implications for the future directions of mathematics education in the 21st century.

  • 전자저널 논문 | 2021-08-31

    Wee Tiong Seah1, Hee-jeong Kim2 , Dong-Joong Kim3

    2021; 31(3): 393-404

    https://doi.org/10.29275/jerm.2021.31.3.393
    Abstract

    Abstract : The 21st Century is characterised by technological advances which is the Fourth Industrial Revolution, climate change, and the COVID19 pandemic, for examples. The role of mathematics in each of these phenomena has been central and crucial. As such, it is an opportune time now to take stock of events that are (re-)shaping the world, so that we can better facilitate mathematics education in schools. Three themes are identified and discussed in this article, namely the convergence of mathematics pedagogical approaches, mathematics proficiencies, and students' mathematical wellbeing.

  • 전자저널 논문 | 2021-11-30

    Jeong-Won Noh1, Kyeong-Hwa Lee2

    2021; 31(4): 405-425

    https://doi.org/10.29275/jerm.2021.31.4.405
    Abstract

    Abstract : Although researchers have studied the contribution of diagrams to learning mathematics based on various perspectives, the meta-analysis of relevant studies is lacking. The purpose of this study is to advance the discussion of epistemological assumptions underlying various approaches to the relationship between diagrams and mathematics learning. To this end, we reviewed theoretical and empirical studies about the contribution of diagrams in mathematics learning, focusing on how they account for the relationship between diagrams as signs and mathematics. The review has led to a proposed framework that categorizes the perspectives on diagrams as signs in pertinent research into structure-based, context-based, and material-based perspectives. We further identified differences in the epistemological background upon which studies from the three perspectives are based and the way the perspectives describe the relationship between diagrams and mathematics learning. The framework was useful identifying the multidimensionality of mathematics learning related to diagrams as well as the use of theoretical lenses by researchers depending on specific aspects of mathematics learning.

  • 전자저널 논문 | 2021-08-31

    JeongSuk Pang1, Jin Sunwoo2

    2021; 31(3): 231-255

    https://doi.org/10.29275/jerm.2021.31.3.231
    Abstract

    Abstract : The purpose of this study was to analyze the changes in pre-service teachers’ noticing through an elementary mathematics methods course along with a practicum. For this purpose, the comments pre-service teachers made on an entire video-based mathematics lesson were collected three times over the semester. Their comments were analyzed in terms of topic, actor, stance, evidence, and alternative strategy. The results showed that the pre-service teachers’ noticing abilities were slightly changed after learning mathematical content and pedagogy related to teaching elementary mathematics. Substantial changes in their noticing occurred after a four-week practicum and subsequent discussions on their own lesson planning, implementation, and reflections. This study has implications for designing a mathematics methods course to develop teacher expertise and refining a teacher noticing analytic framework.

  • 전자저널 논문 | 2021-08-31

    Shu Zhang1, Man Ching Esther Chan2, David Clarke3, Yiming Cao4

    2021; 31(3): 277-297

    https://doi.org/10.29275/jerm.2021.31.3.277
    Abstract

    Abstract : In this paper we report on a case study involving four Chinese students; the aim of the study was to develop a conceptual framework for investigating student participation in a collaborative task in mathematics. Building on previous research on student participation, we defined student participation in a collaborative task in mathematics as the process of taking part in student interactions and task completions. A video recording and transcript of students involved with collaborative task in mathematics were analyzed. Four categories (initiation, response, evaluation, and non-interactive) were created for analyzing the students' interactions. The four students showed different approaches to communicating with other group members. The content of the group's discussion was examined in terms of the negotiation process. By looking at the content of the group's discussion, the process how the group work on the task could be revealed. We identified that students showed involvement in the group discussion by proposing and revisiting topics. It was found that through forming an interactive pair, students might be able to take up the leading role in working on the task and controlling the conversation of the group.

  • 전자저널 논문 | 2021-08-31

    Yeajin Ham1, Jihyun Hwang2

    2021; 31(3): 299-320

    https://doi.org/10.29275/jerm.2021.31.3.299
    Abstract

    Abstract : We examined the relationships between mathematics achievement and collaborative problem solving, which has been emphasized as the 21st century skills. Focusing on moderating effects of attitude toward working with others, we analyzed the PISA 2015 data for binational comparison between Korean and the U.S. Random-intercept linear models - where the intercepts vary across schools while slopes are fixed across schools - were applied to the data including 5,545 students in Korea and 5,564 in the U.S. The findings showed the positive linear relationships between mathematics achievement and collaborative problem solving as expected, but the slope was remarkably higher in the Korean model. However, we found no significant moderating effects of attitude toward working with others on the relationship between mathematics achievement and collaborative problem solving. Particularly, students in Korea and the U.S. are likely to have similarly low scores in mathematics achievement when their collaborative problem solving scores are low. However, Korean students would have even higher mathematics achievement scores if students in Korea and the U.S. have similarly high collaborative problem solving scores. The findings suggest the necessity for further scrutinies on attitude toward working with others and research on teaching and learning the 21st century skills in an integrated way.

  • 전자저널 논문 | 2021-05-31

    Inyong Choi

    2021; 31(2): 179-210

    https://doi.org/10.29275/jerm.2021.31.2.179
    Abstract

    Abstract : The purpose of this study is to propose and discuss the pedagogical idea of introducing conditional probability with the relative frequency approach. This study developed a learning activity and simulation using the frequency tree diagram and implemented them. The first-year high school students (n=14) were able to construct the concept of conditional probability through a frequency perspective of sequentially obtaining the conditional relative frequency, the limit of the relative frequency, and the theoretical probability. The implications for teaching and curriculum were presented.

  • Original Article | 2022-02-28

    Seo-Hyeon Han

    2022; 32(1): 1-22

    https://doi.org/10.29275/jerm.2022.32.1.1
    Abstract

    Abstract : This study proposes a mathematical competence network for the subject “Artificial Intelligence Mathematics.” The proposed competence network is a new concept of competence as an organic and hierarchical aggregate of mathematical competencies. To define this, the research used systematic literature analysis and review as a main research method and reviewed the relationship and properties among the elements constituting mathematical competence. Next, the research reviewed the meaning of digital competence and specified digital competence as the goal competence to be developed with Artificial Intelligence Mathematics. Finally, the research explored the digital competence framework which was the core idea of the study. The mathematical competence network for Artificial Intelligence Mathematics was then created by making a mathematical competence network and structuring the six mathematical competencies of the 2015 amended curriculum around the network. The new framework is expected to serve as a key standard for implementing competence-based education for Artificial Intelligence Mathematics.

  • 전자저널 논문 | 2021-08-31

    Zahra Gooya1, Soheila Gholamazad2

    2021; 31(3): 379-392

    https://doi.org/10.29275/jerm.2021.31.3.379
    Abstract

    Abstract : World is divided into six continent and within each, there are many separate regions called “countries”. Some are called “first world”, trying to dominate the others whom are known as “third world” and rarely, people enquire about the “second world” in between (We are aware of this political/ideological division as aftermath of the World War II and the notion of “three worlds” suggested by Mao Zedong)! The claim is that this division has nothing to do with “ranking” the countries, but it is culturally weird to hear “ordinal numbers” and not giving them “values” of either “priority” or “inferiority”! And in the midst of everything, the world faced a horrible phenomenon called Covid-19 that soon became a pandemic! Within a short period of time, the whole world, despite of any ranking, felt how fragile and hopeless is in the battle with this monster! And yet, it is soon to expect that decision makers who govern the world, must be aware that without well- being of everyone, there is no other way to defeat the virus. This is an irony! Isn’t it? No matter how wealthy or poor, dominant or dominated, so- called developed or developing the countries are, in our view, they only have one solution to this devastating problem that is to know that the world is connected and no part of it is in joy while others are in pain! Hopefully, we are entering a new era of deeper understanding of what humanity is! A big lesson to be taught by the opportunity that Covid-19 created for human beings! Thus far, Corona and Covid-19 pandemic is not just a treat but a wake- up call for humanity to believe that “If you’ve no sympathy for human pain, the name of human you cannot retain!”

  • 전자저널 논문 | 2021-02-28

    강한별, 이미숙, 조한혁

    2021; 31(1): 109-130

    https://doi.org/10.29275/jerm.2021.02.31.1.109
    Abstract

    Abstract : The purpose of this study is to develop a curriculum of school mathematics and artificial intelligence regarding max-min problems. We also developed a coding environment for a designed curriculum that can be accessed and utilized at codingmath.org without any additional installation. The curriculum uses an evolution strategy-based gradient descent method founded on a school probability and statistics curriculum with an experiment using dice; this curriculum is designed to work when the function is not differentiable and is ultimately linked to a calculus-based gradient descent method. The coding environment, in which even middle school students can visualize the min-max problem of f(x, y), uses a three-dimensional function graph with minimal coding inputs and explores the gradient descent process using a two-dimensional Python animation. This study, which is an attempt to combine mathematical problem solving and computational thinking in the context of max-min problems, further discusses ideas regarding the ways to integrate AI and coding in mathematics education.

  • 전자저널 논문 | 2021-05-31

    Bo-myoung Ok1, Changyeon Lee2, Sang S. Choi-Koh3

    2021; 31(2): 211-230

    https://doi.org/10.29275/jerm.2021.31.2.211
    Abstract

    Abstract : This study evaluates the factorial structure of the Mathematics Anxiety Scale for Students (MASS) using data from 1,272 high school students. To this end, we used the mathematical anxiety rating scale for middle and high school students developed by Ko and Yi (2011). An exploratory factor analysis of the response data from the first sample (636 students) eliminated 31 of the 65 items of the original MASS, generating the MASS-Short Version (MASS-SV), a mathematical anxiety scale for high school students with four factors-mathematical problem solving, mathematical learning methods, mathematics test, and mathematics class. A confirmatory factor analysis of the MASS-SV using the responses of the second sample (636 students) revealed that the model fit indices were acceptable and did not differ significantly from those of the original MASS. The MASS-SV derived from this study is a valid and reliable mathematical anxiety measurement tool for high school students; it also helps the students save time and provide quality responses. Future research on the progress of math anxiety in students should identify trends in math anxiety or the relationship between variables such as achievement, attitude toward mathematics, and career path in relation to math anxiety.

  • 전자저널 논문 | 2021-05-31

    Donggun Lee

    2021; 31(2): 153-177

    https://doi.org/10.29275/jerm.2021.31.2.153
    Abstract

    Abstract : This study investigates the way students perceive and express change in an exponential situation with different reasoning methods for continuous change - for example, students, who use chunky reasoning, construct a new function representing the change of exponential distance-time function. Using case study approach, the study presents the results of teaching experiments conducted on three high school freshmen students. It may be difficult to generalize the results since the sample size was limited; however, the findings have the potential to inform researchers in mathematics education about students’ conceptual knowledge of continuous change. The information about the process of constructing the speed-time function from the distance-time function based on the students' understanding of continuous change may also be helpful in interpreting student thinking in differential concept.

  • 전자저널 논문 | 2020-11-30

    JiNam Hwang1, JeongSuk Pang2

    2020; 30(4): 625-648

    https://doi.org/10.29275/jerm.2020.11.30.4.625
    Abstract

    Abstract : In order to understand the research trends in mathematical reasoning since 2000, this study analyzed 262 papers published in seven KCI journals and 381 papers published in five SSCI journals via topic modeling. The overall research topics were compared and contrasted between domestic journals and international journals. A more detailed analysis was conducted by considering different publication periods. The results showed that the main domestic research topics included, in order, geometry proof, mathematical justification, problem solving, pattern generalization, proportional reasoning, and statistical reasoning, whereas the main international research topics included, in order, proof and argument, teacher education, geometric reasoning, pattern generalization, problem solving, and statistical reasoning. The results of this study also showed that gifted students represented the most popular research target of domestic studies, while the process of mathematical reasoning was the main focus of international studies. This paper closes with implications on research targets including teachers, attention to the mathematical reasoning process, diversity of research topics, and new research topics that may guide future research on mathematical reasoning.

  • 전자저널 논문 | 2020-08-31

    Kyeong-Hwa Lee1, Jeong-Won Noh2, Sung-Jae Moon2

    2020; 30(S): 199-211

    https://doi.org/10.29275/jerm.2020.08.sp.1.199
    Abstract

    Abstract : In this study, we analyze students’ argumentation structures constructed using semiotic mediation activities involving a task with indeterminate diagrams. The main purpose of this article is to reveal how semiotic mediation activities engaged indeterminacy of diagram to support students’ argumentation structure construction. To this end, we use Toulmin’s model to illustrate how students construct and elaborate their conjectures and arguments about geometrical properties in the process of actualizing virtual relationships between the given diagrams. The findings indicate that the various ways in which the students explored the argumentation structures latent in the task emerged from the indeterminacy of the given diagrams and their potential meanings and relationships. In particular, both constructive argumentation and structurant argumentation were promoted in the process of logically connecting the diagrams. We also observed that the students used kinematic and spatial metaphors to describe the possibilities in the logical connections between diagrams while constructing argumentation structures. As a conclusion, we claim that diagrammatic indeterminacy can be considered semiotic potential or its source.

  • 전자저널 논문 | 2021-02-28

    송륜진, 주미경

    2021; 31(1): 83-107

    https://doi.org/10.29275/jerm.2021.02.31.1.83
    Abstract

    Abstract : This research aims to investigate the teachers’ pedagogical design capacity for multicultural mathematics education. For the purpose, we collected teaching plans developed by inservice teachers who registered in a multicultural mathematics teacher education course of graduate level. The analysis focused on how the teachers reorganized mathematical contents and adapted instructional strategies in order to achieve the instructional goals. The analysis shows that the teachers applied the ‘Principle of Equity’ most frequently compared to other principles of multicultural mathematics education. This means that it is necessary to provide teacher education programs to enhance teachers’ understanding of ethnomathematics and to develop PCK to reorganize curricula contents by integrating ethnomathematics. Second, it was observed that the teachers experienced difficulty in adapting the levels of multicultural mathematics education coherently. This suggests that when teachers tried to design lessons from a new perspective, they often turned back to teacher-centered teaching practices that they had been used to. Third, in the teaching plans adapting the ‘Principle of Transformation’, although Level 4 appeared most frequently, mathematical contents and social issues were placed separately without being integrated. Although the course helped the teachers recognize the relationship between mathematics and human practice, the teachers might keep their previous beliefs about mathematics as academic knowledge separated from human life. Thus, this limitation may persist without a change of the teachers’ beliefs regarding the cultural origin of mathematics. Based on the results, we draw implications for the future development of multicultural mathematics teacher education.

  • 전자저널 논문 | 2020-08-31

    Gila Hanna1, Christine Knipping2

    2020; 30(S): 1-13

    https://doi.org/10.29275/jerm.2020.08.sp.1.1
    Abstract

    Abstract : This paper looks at the evolution of ideas on the role of proof in mathematics education from 1980 to 2020, examining in particular the contributions of both theoretical and empirical research to the teaching of mathematical proof. In so doing, it describes some of the major epistemological themes that emerged in the last forty years, primarily in the philosophy of mathematics and in mathematical education, and informed both the mathematics curriculum and research in mathematics education. The paper also discusses selected research studies that shed light on the opportunities and limitations students face when they engage in proof. Finally, it describes briefly a number of developments in proof technology and the potential of automated theorem provers for enhancing the teaching of proof.

  • 전자저널 논문 | 2021-11-30

    Gyuhee Yi1, Jihyun Lee2

    2021; 31(4): 449-470

    https://doi.org/10.29275/jerm.2021.31.4.449
    Abstract

    Abstract : This study aims to explore how ‘sensitively’ Korean middle school students consider realistic contexts while solving problematic problems. Six pairs of word problems were collectively administered to 85 students in third grade during a mathematics lesson, and follow-up interviews were conducted with 11 students. The survey found that the proportion of students who solved the problems by sensitively considering real-world knowledge was not high (22%). In the follow-up interviews, the students reported that they would think of mathematics separately from real-world situations. An analysis of the students’ unrealistic reactions to real-life problems has implications for the practice of school mathematics regarding real-life word problems.

  • 전자저널 논문 | 2021-11-30

    Sung-Jae Moon1, Jeong-Won Noh2, Kyeong-Hwa Lee3

    2021; 31(4): 427-448

    https://doi.org/10.29275/jerm.2021.31.4.427
    Abstract

    Abstract : The purpose of this study is to propose a framework for analyzing a mutually corresponding relationship between gestures and diagramming in constructing making mathematical meanings. To this end, this study analyzes the case of mathematics classes which aimed at recognizing the relationship between average and a statistical distribution through activities using diagrams. Findings indicate that several students performed informal mathematical thinking using gestures and diagrams about some diagrams without numerical information. Further, our analysis captures the way gestures and diagramming reveal new mathematical meanings and elaborates the role of gestures and diagramming to refine the meanings. This study also discusses in what ways researchers and teachers can use the framework to better understand various types of gestures and diagrams in mathematical thinking.

  • 전자저널 논문 | 2020-08-31

    Jihyun Park

    2020; 30(3): 553-573

    https://doi.org/10.29275/jerm.2020.08.30.3.553
    Abstract

    Abstract : The purpose of this study was to examine the outcomes of the National Assessment of Educational Achievement (NAEA) 2015-2018 when the 2009 Revised National Curriculum was applied and suggested for future curriculum revisions. The characteristics of students’ academic achievement were analyzed based on the results of evaluating test items developed by the achievement standards of the 2009 Revised National Curriculum. The analysis showed that students’ academic achievement was low in the ‘Function’, ‘Probability and Statistics’, and ‘Geometry’ domain. In addition, many achievement standards could be mastered only by the above average group of students. Accordingly, it is necessary to reinforce customized teaching and learning activities in relation to achievement standards which were under achieved. To improve the achievement characteristics, it is necessary to specify detailed achievement standards and to strengthen the linkage between achievement standards.

  • 전자저널 논문 | 2020-08-31

    Inah Ko1, Patricio Herbst2

    2020; 30(S): 169-183

    https://doi.org/10.29275/jerm.2020.08.sp.1.169
    Abstract

    Abstract : We investigate teachers’ decision making in contexts where they could choose to provide students more authentic experiences with proving. Specifically, we investigate their preferences to depart from norms about what proof problems to assign to students. Scenario-based instruments consisting of two sets of items reflecting two hypothesized norms in doing geometric proofs, the given and prove norm and the diagrammatic register norm, were used to operationalize teachers’ preference to depart from instructional norms in order to increase students’ share of labor. By applying a diagnostic classification model (DCM) to classify teachers with respect to their depart from two norms, this study shows that teachers’ decisions depend on the norm at issue. To examine individual factors associated with preference profiles, we use scores of teachers’ mathematical knowledge for teaching, beliefs on the importance of student autonomy, and confidence in mathematics teaching. This study also illustrates methodological benefits of a DCM model in estimating a binary construct (i.e., teachers’ preference), which has more than one sub-construct, with a small number of items.

  • 전자저널 논문 | 2021-11-30

    Seungju Baek1, Jihyun Lee2

    2021; 31(4): 471-493

    https://doi.org/10.29275/jerm.2021.31.4.471
    Abstract

    Abstract : This study investigated seven pre-service teachers’ (who studied analysis) conceptions about infinitesimals, infinite numbers, and explanation methods of limits. Some pre-service teachers thought that infinitesimals and infinite numbers existed. The pre-service teachers who believed that infinitesimals existed explained limits by relying on infinitely small quantities, as did those who believed that infinitesimals did not exist. Some pre-service teachers did not understand the sentences in which quantifiers were used, and they failed to identify statements that contained quantifiers using the Archimedean property of analysis. During interviews, some pre-service teachers demonstrated an intuitive level and did not accept the meta-rules of judging mathematical statements based on axioms and theorems. Their discourse differed from that of analysis in the existence of mathematical objects, endorsed narratives, and meta-rules. This study analyzes the phenomenon of pre-service teachers applying infinitesimals despite having studied standard analysis, focusing on the incommensurability between discourses. This finding can inform teacher education about the curriculum and instruction of analysis.

  • Original Article | 2022-02-28

    Hangil Kim

    2022; 32(1): 47-62

    https://doi.org/10.29275/jerm.2022.32.1.47
    Abstract

    Abstract : Proof has been paid much attention in school mathematics and the literature. To date, the extant literature has focused more on difficulties in teaching and learning of proof rather than support that can help teachers to teach proof and develop student’s understanding about proof. This study examined a teacher’s practice that offers an explicit instruction of proof as part of everyday lesson. The results showed that the teacher supports student proving by way of teacher noticing with a clear definition of proof in the literature and that teacher noticing instructional practice needs to be more attuned for teaching proof. In particular, the teacher’s moves for supporting student proving differ by what aspects of proof that the teacher pays attention to at a given time and by judgement on whether an argument qualifies as a valid proof. This instructional practice would provide a guidance and foundation for teachers to engage students in proving as part of everyday lesson.

  • 전자저널 논문 | 2020-11-30

    Seungju Baek1, Younggi Choi2

    2020; 30(4): 575-599

    https://doi.org/10.29275/jerm.2020.11.30.4.575
    Abstract

    Abstract : This study conducted historical and mathematical analyses of the composition of continuum and infinite division. Regarding the results of the historical analysis, first, it can be seen that mathematicians struggled with the problems related to Zeno’s “paradox of plurality” in the composition and infinite division of the continuum. Second, historically, infinite small appeared frequently. Third, the problem of continuum, which was a geometric problem, was not explained by geometry alone, and mathematical answers to this problem became possible after the straight line became homomorphic with the real set, following the arithmetization of mathematics. Through mathematical analysis, Zeno’s “paradox of plurality”, which includes questions about the composition and infinite division of a continuum, could be explained depending on the uncountability of real numbers and the countable additivity of Lebesgue measure. In addition, it was confirmed that it is inappropriate to divide a straight line to a point. The historical and mathematical analyses of this study suggest that students may have cognitive difficulties when dealing with the composition and infinite division of a continuum in relation to area, volume, and integral in school mathematics. The continuum is a concept closely related to the limit and calculus of school mathematics, and the historical · mathematical analysis of this study could serve as a foundation for teaching and learning plans of limits and calculus.

  • 전자저널 논문 | 2020-08-31

    Deborah Schifter1, Susan Jo Russell2

    2020; 30(S): 15-28

    https://doi.org/10.29275/jerm.2020.08.sp.1.15
    Abstract

    Abstract : Over years of collaborating with elementary-school teachers to research students’ thinking about the “big ideas” of K-6 mathematics, particular attention was given to generalizations about the operations—addition, subtraction, multiplication, and division—and arguments that explain why these generalizations are true. Through this work, we created a model of five phases that separate different points of focus in the complex process of formulating and proving such generalizations: 1) noticing patterns, 2) articulating conjectures, 3) representing with specific examples, 4) creating representation-based arguments, and 5) comparing and contrasting operations. In this paper, we illustrate the phases with classroom examples as students investigate a set of generalizations. We then present assessment results from classrooms of project teachers who engaged their students in this content.

  • 전자저널 논문 | 2020-11-30

    Taekwon Son1, Sunghwan Hwang2

    2020; 30(4): 601-624

    https://doi.org/10.29275/jerm.2020.11.30.4.601
    Abstract

    Abstract : Research into assessments in mathematics education has broadened from summative assessments focusing on students achievement to those focusing on students’ cognition, curriculum, teaching and learning, teacher knowledge and quality, and affective domains. Considering these changes in assessment research, we examined the characteristics of domestic assessment research in mathematics education by comparing 237 articles published in KCI journals with 857 articles published in SSCI journals from 2000 to 2020 August. We used LDA topic modeling to examine research trends over time. The findings indicated that there were different keyword distributions by period between domestic and international mathematics education journals. There were nineteen research topics in both journals; five topics were similar while nine topics were different. In addition, the hot topics in international and domestic mathematics education journals were found to be curriculum assessment and student competency assessment, respectively. Based on these findings, we discussed practical implications for the development of assessment research in domestic mathematics education.

  • Original Article | 2022-02-28

    Seong Hyun Yang

    2022; 32(1): 23-45

    https://doi.org/10.29275/jerm.2022.32.1.23
    Abstract

    Abstract : Clarity and consistency of terms are more important in mathematics than in any other discipline. Mathematics terminology can be an essential clue to understanding a mathematical concept. Moreover, it can evoke images related to the concept both during the learning process and after learning. However, the evoked image may fail to match the original mathematical concept accurately if a student has a misconception about a specific mathematical term. This paper specified the ambiguity and inconsistency of the expression “the function represented by a parameter” used in textbooks. Further, it investigated the teachers’ perceptions caused by the phrase. Teacher responses in a survey showed that teachers perceived the words in various ways, and some teachers demonstrated mathematical misconceptions. Additionally, the teachers recognized the need to revise the phrase, “the function represented by a parameter.” Our study implicates that unclear and inconsistent uses of mathematical terms in textbooks and teacher’s guide books might contribute to teacher misunderstandings, which can directly or indirectly affect students.

  • 전자저널 논문 | 2020-08-31

    GwiSoo Na, Dong-Won Kim

    2020; 30(S): 135-152

    https://doi.org/10.29275/jerm.2020.08.sp.1.135
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

ENGKOR
  • 전자저널 논문 | 2018-11-30

    나귀수, 박미미, 김동원 et al.

    2018; 28(4): 437-478

    https://doi.org/10.29275/jerm.2018.11.28.4.437
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2020-08-31

    Kyeong-Hwa Lee1, Jeong-Won Noh2, Sung-Jae Moon2

    2020; 30(S): 199-211

    https://doi.org/10.29275/jerm.2020.08.sp.1.199
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2018-02-28

    박종희, 이수진

    2018; 28(1): 1-26

    https://doi.org/10.29275/jerm.2018.02.28.1.1
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2018-11-30

    황윤희, 김선희

    2018; 28(4): 651-669

    https://doi.org/10.29275/jerm.2018.11.28.4.651
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2021-05-31

    Jeong-Won Noh1, Kyeong-Hwa Lee2, Sung-Jae Moon3

    2021; 31(2): 131-152

    https://doi.org/10.29275/jerm.2021.31.2.131
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2021-08-31

    Yeajin Ham1, Jihyun Hwang2

    2021; 31(3): 299-320

    https://doi.org/10.29275/jerm.2021.31.3.299
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2020-02-28

    Su Min Kim1, Sun Hee Kim2

    2020; 30(1): 1-17

    https://doi.org/10.29275/jerm.2020.02.30.1.1
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2020-05-31

    Soo Jin Lee1, Jaehong Shin2

    2020; 30(2): 245-279

    https://doi.org/10.29275/jerm.2020.05.30.2.245
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2020-08-31

    Nayoung Ku1, Byungjoo Tak2, Inyong Choi3, Hyun-Young Kang4

    2020; 30(3): 487-508

    https://doi.org/10.29275/jerm.2020.08.30.3.487
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2019-02-28

    정혜윤, 이경화

    2019; 29(1): 157-188

    https://doi.org/10.29275/jerm.2019.2.29.1.157
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2019-05-31

    신재홍, 이수진

    2019; 29(2): 227-250

    https://doi.org/10.29275/jerm.2019.5.29.2.227
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2019-05-31

    김선희

    2019; 29(2): 321-337

    https://doi.org/10.29275/jerm.2019.5.29.2.321
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2019-08-31

    이경화, 서민주, 이은정 et al.

    2019; 29(3): 425-452

    https://doi.org/10.29275/jerm.2019.8.29.3.425
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2019-11-30

    방정숙, 선우진, 조선미 et al.

    2019; 29(4): 709-739

    https://doi.org/10.29275/jerm.2019.11.29.4.709
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2018-08-31

    박진형

    2018; 28(3): 301-320

    https://doi.org/10.29275/jerm.2018.08.28.3.301
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2018-08-31

    강현영, 고은성, 이동환 et al.

    2018; 28(3): 321-343

    https://doi.org/10.29275/jerm.2018.08.28.3.321
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2018-08-31

    이화영, 임미인, 김주창 et al.

    2018; 28(3): 367-394

    https://doi.org/10.29275/jerm.2018.08.28.3.367
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2018-11-30

    이서빈, 고상숙

    2018; 28(4): 479-499

    https://doi.org/10.29275/jerm.2018.11.28.4.479
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2018-11-30

    이지현

    2018; 28(4): 573-598

    https://doi.org/10.29275/jerm.2018.11.28.4.573
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • Original Article | 2022-02-28

    Seo-Hyeon Han

    2022; 32(1): 1-22

    https://doi.org/10.29275/jerm.2022.32.1.1
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2021-02-28

    송륜진, 주미경

    2021; 31(1): 83-107

    https://doi.org/10.29275/jerm.2021.02.31.1.83
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2021-08-31

    JeongSuk Pang1, Jin Sunwoo2

    2021; 31(3): 231-255

    https://doi.org/10.29275/jerm.2021.31.3.231
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2021-08-31

    Nilton Silveira Domingues1 , Marcelo C. Borba2

    2021; 31(3): 257-275

    https://doi.org/10.29275/jerm.2021.31.3.257
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2021-08-31

    Shu Zhang1, Man Ching Esther Chan2, David Clarke3, Yiming Cao4

    2021; 31(3): 277-297

    https://doi.org/10.29275/jerm.2021.31.3.277
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2021-08-31

    Ngan Hoe Lee1, June Lee2 , Zi Yang Wong3

    2021; 31(3): 321-356

    https://doi.org/10.29275/jerm.2021.31.3.321
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2021-08-31

    Yuichiro Hattori1 , Hiroto Fukuda2, Takuya Baba3

    2021; 31(3): 357-378

    https://doi.org/10.29275/jerm.2021.31.3.357
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2021-08-31

    Zahra Gooya1, Soheila Gholamazad2

    2021; 31(3): 379-392

    https://doi.org/10.29275/jerm.2021.31.3.379
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2020-02-28

    Myoung Hwa Lee1, Sun Hee Kim2

    2020; 30(1): 89-110

    https://doi.org/10.29275/jerm.2020.02.30.1.89
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2020-02-28

    Jinhwan Jeong1, hanhyuk Cho2

    2020; 30(1): 131-151

    https://doi.org/10.29275/jerm.2020.02.30.1.131
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

  • 전자저널 논문 | 2020-05-31

    Hyekyung Jung1, Haemee Rim2

    2020; 30(2): 177-197

    https://doi.org/10.29275/jerm.2020.05.30.2.177
    Abstract

    Abstract : The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.

Journal Info

Korea Society of Education Studies in Mathematics

Vol.32 No.2
May, 2022

pISSN 2288-7733
eISSN 2288-8357

Frequency : Quarterly

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