권호 표지

The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education

  • Quarterly
  • /
  • 1225-1380(pISSN)
  • /
  • 2287-9633(eISSN)

Domain

  • Education ＞ Natural science education

Aim & Scope

The Mathematical Education is an international Korean or English language journal, publishing original refereed articles on all aspects of mathematics education. The aims of this Journal is to improve the quality of mathematics education environment by reviewing and publishing meaningful articles of studies involving empirical investigation and theoretical argumentation from which conclusions and implications can be drawn for future research and practice in mathematics education. Reports on thoughtful replications, new teaching aids and techniques being made in the teaching, learning, assessment and presentation of mathematics, Mathematical models arising from real situations, or critical reviews of Education policy and Mathematics curriculum are welcomed. The journal welcomes high-quality research in any methodological tradition and is open to innovative and unusual approaches.

KSCI

Volume 53 Issue 2

  1. Choi-Koh, Sang Sook;Joo, Hongyun;Han, Hyesook 163
    https://doi.org/10.7468/mathedu.2014.53.2.163 PDF KSCI
    The purpose of this study was to develop the assessment tools using graphing calculators for the assessment of the mathematical process which was emphasized in 2009 reformed mathematics curriculum. In this paper, we presented three sample calculator-based test items for the assessment of students' mathematical process abilities and scoring rubrics for the paper and pencil assessment and assessment based on observation on each item. In order to improve mathematics teachers' understanding of the assessment tools using graphing calculators and to show the procedures of assessment using technological devices, we also drew up assessment guidelines. We hope the results of the study contribute to the promotion of assessment environment encouraging the use of graphing calculators in assessments.
  2. Dohyoung, Ryang 185
    https://doi.org/10.7468/mathedu.2014.53.2.185 PDF KSCI
    교사의 자기 효능감은 그 교사가 실제로 잘 가르칠지를 예측하는 매우 강력한 구인이다. 본 연구는 우리나라의 초등 예비교사들이 수학을 가르치는데 대한 효능감을 측정하는 정당한 척도를 개발하는 것이다. 먼저, 문헌조사로부터 개인효능감과 결과기대감의 두 개 변인에서 58개의 문항을 개발하였고, 표본 크기 919인 자료 위에서 정규성 검사를 실시하였다. 다음에 전체 자료를 크기가 각각 419와 500인 두 개의 표본으로 나누었고, 첫째 표본에서 신뢰도 검사 및 탐색적 요인 분석을, 둘째 표본에서 확인적 요인 분석을 실시하였다. 최종적으로 개인효능감 변인에서 12 문항, 결과기대감 변인에서 6 문항 등 총 18개의 문항으로 구성된 수학교수효능감척도(MTES)를 개발하였다.
  3. Kwon, Oh Nam;Park, Jung Sook;Park, Ji Hyun;Cho, Hyungmi 201
    https://doi.org/10.7468/mathedu.2014.53.2.201 PDF KSCI
    This research has an intention of developing a professional development program. We proposed an alternative mathematics teacher training model based on the situated learning theory, community of practice, and reflective practitioner. The developed mathematics teacher professional development program recruited participation unit that was consisted of 3 or 4 teachers in same school and total of 28 teachers from 9 schools. Also, there were 18 mentors to support each school. In this sense, it can be called multi-tired teacher community professional development program. Through the program, the teachers improve their teaching competency. Also, the operation ability of teacher learning community was improved. Learning community culture has been formed in each school. It shows ability that the explorative learning community can be operated voluntarily although the program finished. Furthermore, community shared corporate responsibility about open class. They recognize open class as a new method to improve community teaching ability than a tool to evaluate individual teaching ability.
  4. Jo, Yun Dong;Lee, Kwang Sang 219
    https://doi.org/10.7468/mathedu.2014.53.2.219 PDF KSCI
    In this study we desire to deduce implications for mathematics curriculum, teaching- learning, and evaluation from the data of Nation Assessment of Educational Achievement. For this, first we extracted the items written by the same achievement standard over two years from 2010 to 2012. Next we investigated whether the items are the representative items of a certain proficiency level and classified into the case of the items of the same proficiency level and the case of the items of different proficiency levels. Based on these we analysed learning characteristic of the each proficiency level. From the results of the above, we proposed what should be changed in mathematics curriculum, what should be considered in teaching-learning, and what should be paid attention to test item development.
  5. Chae, Jae Sun;Kang, Yun Soo 239
    https://doi.org/10.7468/mathedu.2014.53.2.239 PDF KSCI
    The purpose of this study is to analyze the influences of discussion-based learning of mathematics using smart phone application on the middle school students' mathematics learning. For this purpose, we selected 6 open problems suitable for learning mathematical reasoning and five 3rd grade middle school students as participants who expected to participate in 6 lessons of discussion-based learning of mathematics using smart phone application. From the analysis of 6 lessons, we found the following results. First, attending the lessons of discussion-based learning of mathematics using smart phone application makes students more interested in mathematics and change their mathematics learning attitudes more positively. Second, the lessons of discussion-based learning of mathematics using smart phone application facilitate students' mathematical communication with the help of various communication methods using many functions of smart phone applications. Third, the lessons of discussion-based learning of mathematics using smart phone application provide teachers with teaching-learning environment where teachers can easily give their students consultation about mathematics learning or daily life.
  6. Choi, Wonyoung;Kim, Haekyung 263
    https://doi.org/10.7468/mathedu.2014.53.2.263 PDF KSCI
    The purposes of the study are to investigate the effects on academic achievement and satisfaction of the reciprocal peer tutoring in university calculus. First, we classified the test group and the control group and then applied the reciprocal peer tutoring to the test group. According to results, the reciprocal peer tutoring is very effective in improving academic achievement. Second, the pre-survey and the post-survey were conducted to the test group. The survey contains five categories including 1) background of the participants, 2) learning objectives and expectation, 3) the intention of the continual learning Mathematics, 4) the individual self-efficacy, and 5) general Mathematics learning satisfaction. We found some facts from the difference between the pre and post surveys. The learning satisfaction has improved after the reciprocal peer tutoring in the test group. Even though this trend has not changed regardless of sex, high school levels and teaching understanding.
  7. Lee, Yu Bin;Cho, Cheong Soo 275
    https://doi.org/10.7468/mathedu.2014.53.2.275 PDF KSCI
    This study investigated the types of the 3D geometric thinking and spatial reasoning through the observation of the 2D representing activities for representing the 3D geometrical objects with preservice secondary mathematics teachers. For this purpose, the 43 sophomoric students in college of education were divided into 10 groups and observed their group task performance on the basis of the representation they used. Observed processes were all recorded and the participants were interviewed based on the task. As a result, the role of physical object that becoming the object of geometric thinking and spatial reasoning, and diverse strategies and phenomena of the process that representing the 3D geometric figures in 2D were discovered. Furthermore, these processes of representing were assumed to be influenced by experience and study practice of students, and various forms of representing process were also discovered in the process of small group activities.
  8. Hong, Juyeun;Han, Inki 291
    https://doi.org/10.7468/mathedu.2014.53.2.291 PDF KSCI
    This study has to do with creative product in mathematics. We analyze Taylor's creative product according to a different developmental level of creativity, Taylor's creative product inventory, Besemer & Treffinger's creative products analysis matrix, O'Quin & Besemer's creative products semantic scale(CPSS) etc. The purpose of this study is to make creative products semantic scale in mathematics. O'Quin & Besemer's CPSS consists of 55 items, bipolar adjective checklist. We confirm that O'Quin & Besemer's CPSS is not fit to use for mathematics creative products. So we develop Creative Product Semantic Scale in Mathematics(MCPSS) which consists of 33 items, bipolar adjective checklist. Our result will provide convenience to mathematics teacher who guides a student make a creative product.