• East Asian mathematical journal
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• v.38 no.2
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• pp.241-256
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• 2022

Practical Mathematics is one of the career elective subjects in the 2015 revised mathematics curriculum for high school. This study examined how well the practical mathematics textbooks reflect the recommendations and visions suggested by related professions and organizations with respect to career preparation, especially for students enrolling in engineering industry-focused specialized high schools. Also, this study looked more closely into the contents of practical mathematics in terms of the consistency among different textbooks and the advancement from middle school contents in similar domains.

• Journal of Elementary Mathematics Education in Korea
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• v.12 no.2
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• pp.125-148
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• 2008

The purpose of this study was to analyze concretely and minutely a primary factor of deciding attitude of learning mathematics of elementary school students, grope a solution for negative attitude of learning mathematics with researching a difference between major factors by achievement in mathematics, and examine a suggestion in forming positive attitude of learning mathematics. The results of this study is as follows. First, elementary school students decided whether they liked or disliked mathematics, depending on not only characteristics of mathematics, but also teacher's teaching mathematics with interest and fun, or teacher's teaching tediously and difficultly. Second, negative attitude toward mathematics exam of elementary school students was influenced by parents' meddling for exam and negative attitude toward result of exam more than uneasiness by exam itself. Third, as private education for elementary school students becomes more popular, the learning mathematics out of school can be an important factor to decide attitude of learning mathematics of students on several sides such as teacher, teaching method, method of presenting task, and so on as much as mathematics class in school, and characteristics of mathematics. Fourth, students demanded silent and concentrative atmosphere in studying to have positive attitude of learning mathematics. Fifth, as the result of examining major factors that form attitude of teaming mathematics of groups by achievement in mathematics, there was considerable difference in each group. Students in a group of ‘upper’ and ‘lower’ disliked parents' meddling and rebuke, but it didn't change greatly their attitude toward mathematics exam. However a group of ‘middle’ showed the greatest uneasiness toward an exam, and they reacted sensitively to parent's rebuke, scolding, learning environment, and so on.

• Journal for History of Mathematics
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• v.23 no.2
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• pp.59-74
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• 2010

Though considering of philosophy of mathematics can be optional to theoretical mathematicians, that of philosophy of mathematics-education is supposed to be indispensible to mathematics-educators. So it is natural for mathematics-educators to ask what kind of philosophy might be more desirable for mathematics-education. In this context, this essay reviews two kinds of major philosophy of mathematics, Platonism and formalism. However it shows that humanism could be more plausible alternative philosophy of mathematicseducation. In the course of entailing such a result it introduces an episode of lecture for Laplace-transformation as a speculative evidence from experience.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.372-381
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• 2015

Mathematics and science are very closely related. Among the science areas, physic is strongly linked with mathematics. As the related mathematics skills were alloted later than the science contents in the national curriculum, students often suffer from science classes. Accordingly, an opinion have been claimed to teach the related mathematics skills prior to the science classes. However, it would be hard to arrange all science and mathematics contents in order. Instead of that, in this research, we taught students mathematics contents that are crucial for learning speed through science classes. We called that teaching strategy an integrated science and mathematics class. Then, we examined students' achievement in science as well as skills of mathematics to know the effectiveness of the strategy. We found that the average mathematics score of the whole class went up meaningfully. We also found that their science achievement was above than basic level. Moreover, the homeroom teacher of the students observed 3 aspects which showed the students were better than previous students. Finally, we divided the students into 4 groups by their science and mathematics achievement score and interviewed each group. As a result, we knew that interesting and confidence in science and mathematics quite exerted influence on their achievement.

• The Korean Journal of Applied Statistics
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• v.18 no.2
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• pp.453-469
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• 2005

In Korea, mathematics education of 11-12 grade students has been taken according to the 7th national mathematics curriculum, which was renovated by the Ministry of Education and Human Resources Development announcement in 1997. The education of probability and statistics has been carried out as a part of this curriculum. We analyze mathematics textbooks-Practical mathematics and Mathematics I- and compare the 7th national mathematics curriculum with the 6th national mathematics curriculum.

• The Mathematical Education
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• v.50 no.1
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• pp.103-118
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• 2011

The study examined whether the relation between mathematics self-efficacy and mathematics achievement was partially mediated by the learning strategies, using latent growth model analyses. It was also examined the auto-regressive, cross-lagged (ARCL) panel model for testing the stability and change in the relation of mathematics self-efficacy and learning strategy over time. The study analyzed the first-year to the third-year data of the Korean Educational Longitudinal Survey (KELS). The result of ARCL panel model analysis showed that earlier mathematics self-efficacy could predict later learning strategy use. There were linear trends in mathematics self-efficacy, learning strategy, and mathematics achievement. Specifically, mathematics achievement was increased over the three time points, whereas mathematics self-efficacy and learning strategies were significantly decreased. In the analyses of latent growth models, the mediating effects of learning strategies were overall supported. That is, both of initial status and change rate of rehearsal strategy partially mediated the relation of mathematics self-efficacy and mathematics achievement. However, in elaboration and meta-cognitive strategies, only the initial status of each variable showed the indirect relationship.

• School Mathematics
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• v.11 no.1
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• pp.187-206
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• 2009

This study considers the role of Mathematics as a language and the value of reading in the mathematics class. Linking mathematics instruction to literature has become popular in recent year for variety of reason. We want to illuminate the meaning of literature-based Mathematics. We suggest the viewpoint of how to appropriately select math-related literature. The focus of this study is to suggest how to use children's literature to effectively teach mathematics. Through attention to the mathematics in literature, we motivate students and provoke students' interest for mathematics. Children's literature, what is more, helps students connect mathematical ideas to their personal experience and realize that mathematics is a spontaneous and natural expression of human minds. Literature in mathematics class provides students advanced mathematical thinking for problem solving.

• Education of Primary School Mathematics
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• v.21 no.2
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• pp.223-235
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• 2018

This literature review focuses on the history of research on elementary students' mathematics anxiety. The results of analysis shows the characteristics, measurement tools, causes and the treatments of mathematics anxiety. The purpose of this study is to provide analytical views of elementary students' mathematics anxiety to teachers, researchers and policymakers. I categorize the results of analysis according to the key words of literatures: (1) the relationship between mathematics anxiety and students' behavior (2) measurements of mathematics anxiety (3) the causes of mathematics anxiety and (4) the treatment of mathematics anxiety.

• Research in Mathematical Education
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• v.14 no.4
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• pp.361-380
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• 2010

Some 400 Secondary One (i.e. seventh-grade) students from 10 schools were provided with non-routine mathematical problems in their normal mathematics classes as exercises for one academic year. Their attitudes toward mathematics, their conceptions of mathematics and their problem-solving performance were measured both in the beginning and at the end of the year. Hierarchical regression analyses revealed that the introduction of an appropriate dose of non-routine problems would generate some effects on the students' conceptions of mathematics. A medium dose of non-routine problems (as reported by the teachers) would result in a change of the students' conception of mathematics to perceiving mathematics as less of "a subject of calculables." On the other hand, a high dose would lead students to perceive mathematics as more useful and more as a discipline involving thinking. However, with a low dose of non-routine problems, students found mathematics more "friendly" (free from fear). It is therefore proposed that the use of non-routine mathematical problems to an appropriate extent can induce changes in students' "lived space" of mathematics learning and broaden their conceptions of mathematics and mathematics learning.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.785-801
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• 2009

The education of mathematics is comprised of formal thoughts so students lose interest and they don't have a chance to have a liberal mind. To solve this problem, recently, the flow of mathematic education is changing from formal mathematics to experimental mathematics, which focuses on student's activity and experience. Experimental mathematics can improve student's interest and participation. This study is about teaching methods of trigonometric functions through experimental mathematics measuring height and width of buildings. For measuring height of buildings we use clinometer and for measuring width of buildings we developed a mathematical tool with which we can measure angle for width of buildings. Through this activity, students obtained an interest in mathematics and they gained a positive attitude for the lesson. If we use this experimental mathematics method in high school, it's possible to reduce fears of mathematics and to increase an interest for mathematics.