Two Beginning Teachers’ Epistemic Discursive Moves and Goals in Small Groups in Mathematics Instruction

( Byungeun Pak ) 한국수학교육학회 2021 수학교육연구 Vol.24 No.3

Students’ participation in epistemic practices, which are related to knowledge construction on the part of students, is becoming a crucial part of learning (Goizueta, 2019). Research on epistemic practices in science education draws attention to teachers’ support of students to engage in epistemic practices in mathematics instruction. The research highlights a need for incorporating epistemic goals, along with conceptual and social goals, into instruction to promote students’ epistemic practices. In this paper, I investigate how teachers interact with students to integrate epistemic goals. I examined 24 interaction excerpts that I identified from six interview transcripts of two beginning teachers’ mathematics instruction. Each excerpt was related to the teachers’ talk about their specific interaction(s) in a small group. I explored how each teacher’s discursive moves and goals were conceptual, social, and epistemic-related as they intervened in small groups. I found that both teachers used conceptual, social, and epistemic discursive move but their discursive moves were related only to social and social goals. This paper suggests supporting teachers to develop epistemic goals in mathematics instruction, particularly in relation to small groups.

Understanding Whether and How Prospective Teachers Support Elementary Students to Compare Multiple Strategies in Their Enacted Number Talks

Byungeun Pak 한국수학교육학회 2023 수학교육연구 Vol.26 No.2

Number talks as a brief instructional routine benefits students and teachers. In general, the routines consist of four steps- introducing, posing questions, collecting answers, sharing ideas. This paper focuses on the sharing ideas step in which multiple strategies are shared by students because teachers sometimes do not know what to do with these multiple ideas. One way is to support students to engage in comparison given that teachers are expected to support students to compare strategies in number talks. This paper explores whether and how 15 prospective teachers supported students in their practicum classroom to compare different strategies in their enacted number talk. In this paper, 15 videos of number talks enacted by the prospective teachers were collected. Analyzing the videos produced multiple episodes in relation to comparing strategies, including 1) where prospective teachers created pre-conditions for comparison, 2) where they invited students for comparison, 3) where they pressed students to compare, and 4) where they offered their own way to compare. There were two patterns that might limit the potential of having multiple strategies as conditions for comparison. Additionally, this paper found that even though the prospective teachers missed opportunities to support students to compare different strategies, there were two ways for teachers to support students to engage in comparison. These findings can be used for mathematics teacher educators to support prospective teachers.

Understanding Prospective Teachers’ Verbal Intervention through Teachers’ Group Work Monitoring Routines

( Byungeun Pak ) 한국수학교육학회 2020 수학교육연구 Vol.23 No.4

Teachers’ intervention in small groups is a research area that needs more research attention. Ehrenfeld and Horn (2020) identified teachers’ group work monitoring routines that consist of four recurrent talk moves: 1) Initiation, 2) Entry, 3) Focus, and 4) Exit. To better understand prospective teachers’ (PTs) intervention in small groups in mathematics classrooms, I investigated how PTs’ intervention actions and purposes are related to the monitoring routines, particularly, in terms of Focus moves. I analyzed 26 PTs’ responses to four written scenarios, each of which depicts interactions among students in a small group. I identified 1) types of PTs’ math talk, 2) types of PTs’ non-math talk, 3) types of intervention purposes, and 4) patterns of intervention actions and purposes by scenario. This study contributes to understanding PTs’ intervention actions and purposes in mathematics instruction.

Which Depressive Symptoms are Associated with Help-Seeking Behavior?

ByungEun An,Soul Choi,SeongKweon Jeong,YunMi Shin 대한신경정신의학회 2007 PSYCHIATRY INVESTIGATION Vol.4 No.2

Objective-The purpose of this study is to understand the effect of perceived need and helpseeking behaviors on mental health problems in Korea and investigate which depressive symptoms are associated with help-seeking behavior. Methods-Participants were selected from a random sample of 365 people in 3 different Korean cities. A self-reported survey assessing the effect of perceived need and help-seeking behavior on mental health problems and the Beck Depression Inventory (BDI) were performed. Participants were divided into 3 groups, 1) those with perceived need and helpseeking behavior (PN with HS) 2) those with only perceived need (only PN) 3) those without perceived need (no PN). The intergroup differences in each specific symptom (affective, cognitive, neurovegetative) of the BDI were analyzed by analysis of variance (ANOVA) and Bonferroni’s post hoc test. Results-139 (40.9%) of the respondents exhibited perceived need, while only 40 (28.7%) demonstrated help-seeking behavior. The mean score of neurovegetative symptoms was significantly higher in the subjects with help-seeking behaviors (PN with HS) than in those without help-seeking behaviors (only PN, no PN). Conclusion-Only a small proportion (11.8%) of the sample ever sought help for mental problems, in spite of the high lifetime prevalence of depression. Lack of understanding of psychiatric problems is one of the major barriers to seeking help for mental health problems, indicating that widespread psychoeducation is needed to solve the disparity between the unmet needs and receipt of mental health services.

Elementary Mathematics Prospective Teachers’ Intended Contingent Teaching in Small Groups

( Byungeun Pak ) 한국수학교육학회 2019 수학교육연구 Vol.22 No.3

Despite its importance when it is employed in classrooms, scaffolding is limited in the classrooms. Many researchers have focused on contingent teaching, which is the first component of scaffolding. Given a lack of research on contingent teaching with prospective teachers (PSTs), this paper explores how PSTs intend to do contingent teaching in small groups when they engage in mathematics teaching. Building on research on contingent teaching, I analyzed 26 PSTs’ written responses to scenarios in an online open-ended survey. The focus of the analysis was on how the PSTs would do contingent teaching that might support students to learn the subject matter. I present findings in relation to what the PSTs’ responses showed in relation to contingent teaching with the subject matter. The findings will be discussed along with implications.

Conceptualizing Teacher Candidates’ Figured Worlds in Learning to Enact Core Practices

( Byungeun Pak ),( Ji-eun Lee ) 한국수학교육학회 2019 수학교육연구 Vol.22 No.2

This conceptual paper proposes a conceptualization regarding teacher candidates’ experiences as learners during instructional activities implemented by teacher educators in practice-based teacher education programs. We argue that the current learning cycle framework for teacher candidates to engage in core teaching practices does not fully address teacher candidates’ own learning experiences as learners. To provide a rationale for our proposal, we examine the current conceptualization of learning to enact core practices and suggest the need for integrating teacher candidates’ experiences into the current conceptualization. We also draw on research on figured worlds as an effort to conceptualize teacher candidates’ experiences coming from multiple figured world. We present some examples from our own mathematics methods courses to illustrate how this newly proposed framework can be used in practice and share remaining questions for future research.

Examining How Teacher Identities Explain Their Interactions with Students in Small Groups

Byungeun Pak 한국수학교육학회 2022 수학교육연구 Vol.25 No.2

Examining ways to interact with students in small groups is an important topic for researchers to understand. Existing studies pertaining to the topic have not shed light on knowing why teachers interact with students in small groups the way they do. Given that teacher identity shapes teaching practices, this study explores how teacher identity shapes teachers’ interaction with students in small groups. Working with two beginning teachers, I conducted four interviews to collect the data related to reasons behind their interactions with students in small groups in the interview. I analyzed the interview transcripts using a thematic analysis. I found that one teacher’s teacher identity was related to her personal experiences as a child and a learner and another teacher’s teacher identity was related to her view of teachers’ roles as a teacher. I provide discussion and implications of this study.

A First Grade Teacher’s Challenge in Promoting Students’ Understanding of Unit Iteration

Byungeun Pak 한국수학교육학회 2022 수학교육연구 Vol.25 No.3

Measurement has been an important part of mathematics content students must learn through their schooling. Many studies suggest students’ weak measurement learning, particularly related to length measurement, on the part of lower grade students. This difficulty has been attributed to mathematics curriculum as well as instruction. Building on a view of teaching as an interactive activity, this paper explores how a first grade teacher interacted with her students in small groups in a length measurement lesson to promote conceptual understanding as well as procedural fluency. I found that even though the teacher supported students to explain and justify what they understood, the ways the teacher interacted with students were not effective to promote students’ understanding. Even though this finding is based on an analysis of a single mathematics lesson, it provides an example of challenges in promoting students’ understanding through interaction with students in the context of teaching length measurement.

소규모 수도시설 개선에 관한 연구

황병은(Byungeun Hwang),윤수범(Soobum Yoon),김성수(Seongsu Kim),강현종(Hyunjong Kang),배병욱(Byungwook Bae) 대한환경공학회 2020 대한환경공학회 학술발표논문집 Vol.2020 No.11

한국 다큐멘터리 영화의 새로운 경향

박병은(Byungeun Park) 아시아문화콘텐츠연구소 2022 문화·경영·기술 Vol.2 No.1

최근 다큐멘터리에 대한 새로운 논의들이 이어지고 있는 가운데 2010년 이후 변화된 다큐멘터리 소재 특성을 더욱 잘 구현할 적합한 형식에 관한 고민은 실험성을 바탕으로 종래의 다큐멘터리 형식에서 벗어나 미학적 시도를 보여주고 있다. 이러한 시도는 시각 또는 청각 이미지의 실험적 시도를 반영하고 있다. 다큐멘터리 미학에 관한 지대한 관심과 다큐멘터리 연출자의 새로운 제작방식의 움직임은 의미와 내용을 중요시하던 다큐멘터리에 관한 논의가 점차 미학적 경험과 예술적으로 표현하고자 하는 제작 논의로 활발하게 전환되는 추세다. 2010년 이후는 다큐멘터리에 관한 논의의 변화에의 새로운 기점이자 전환점이 되었다. 그 결과 새롭게 등장한 창작자군은 다양한 소재를 가지고 새로운 형식을 갖춘 다큐멘터리들을 만들어 가기 시작했다. 2010년 이후 새로운 형식으로 제작되고 있는 다큐멘터리 영화에 주목했다. 2010년 이후 제작된 다큐멘터리는 사회 변혁의 의미와 내용을 중요시하던 다큐멘터리에 관한 논의를 점차 미학적 경험과 예술적으로 표현하고자 하는 제작 논의로 이어가 다큐멘터리를 다시 성찰하고 있다는 것에 주목하기 때문이다. In the midst of new discussions on documentary recently, the question of a suitable format to better embody the characteristics of documentary material that has changed since 2010 is showing an aesthetic attempt, breaking away from the conventional documentary format based on experimentation. These attempts reflect experimental attempts of visual or auditory images. The great interest in documentary aesthetics and the movement of the documentary director‘s new production method are gradually shifting from discussions on documentaries that emphasized meaning and content to discuss aesthetic experiences and production to artistic expressions. Since 2010, it has been a new starting point and turning point for changes in discussions on documentaries. As a result, the newly emerging group of creators began to create documentaries with various materials in new forms. It paid attention to documentary films that have been produced in a new format since 2010. This is because documentaries produced after 2010 are gradually reflecting on documentaries that emphasized the meaning and content of social change, continuing to discuss production to express aesthetics and art.