• Journal of the Korean School Mathematics Society
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• v.5 no.2
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• pp.71-82
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• 2002

This study purported to develop the learning materials for the optional activities of mathematics, apply them to the students, and examine the effect on the learner's interest and attitude to mathematics. In order to conduct this study, the learning materials for the mathematics optional activities were developed according to the units of grade 8-Ga and the developed learning materials of the mathematics optional activities were inputted in two classes for 18 units after the second grade middle school students in Daejeon area received the questionnaire regarding the learning attitude and the interest in the mathematics. After that, the questionnaire regarding the learning attitude and the interest in the mathematics and the examination regarding the response to the application of the learning materials for mathematics optional activities were conducted and did t-test. The results of the study as follows : First The learning materials applied exciting games for mathematics optional activities aroused interest in mathematics and made the learners have confidence in mathematics learning. Second, There was affirmative change in the interest and attitude to the mathematics learning with the application of the mathematics optional learning materials. Third The leaning materials of the mathematics optional activities made the learners think mathematical questions connected with the real life and try various ways to solve the questions. Here are some suggestions to study the development of the learning materials such as story, game, quiz and craft. First it is necessary to develop the learning materials applied the games or the real life matters connected with mathematics for all grade middle school students and use them in the mathematics optional activities. Second, many students feel a great interest in animation. moving picture, sound graphic, etc. If the multimedia learning materials included the real life matters or the games are developed, the learners will feel more interest in mathematics. Third, the systematic and economical support is continuously needed in order that teachers are given much time to study and the opportunity to attend the training course for the understanding of the optional activities and the development of the various learning materials.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.181-205
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• 2019

This study analyzed how university students' motivations for learning mathematics and emotions for learning mathematics occur and how they relate to each other by introducing the factor called needs in the particular context of mathematics learning, mathematics class centered on peer discussions. We conceptualized the key concepts of the study, motivation for learning mathematics and emotion for learning mathematics. Based on them, we drew specific ways to observe motivation and emotion for learning mathematics and conduct the research. As a result, motivations for learning mathematics occurred to satisfy some needs. Also, positive emotions for learning mathematics occurred when some needs were satisfied, whereas negative emotion for learning mathematics occurred when some needs were not satisfied. Furthermore, when the needs leading to motivations for leaning mathematics were satisfied, positive emotions for learning mathematics occurred. The unfulfilled needs leading to negative emotions for learning mathematics make motivations for learning mathematics occur to satisfy those needs.

• Research in Mathematical Education
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• v.12 no.1
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• pp.67-83
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• 2008

Promoting students' mathematics understanding is an important research theme in mathematics education. According to general theories of learning, mathematics understanding is close to active learning or significant learning. Thus, if a teacher wants to promote his/her students' mathematics understanding, he/she should pay attention to the students so that the students' thinking is in active situation. In the first part of this paper, some mathematics teachers' ideas about paying attention to their students in Chinese high school are given by questionnaire and interview. In the second part of this paper, we give some teaching episodes about how experienced mathematics teachers promote their students' mathematics understanding based on paying attention on them.

• Korean Journal of Mathematics
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• v.24 no.4
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• pp.737-750
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• 2016

In this note we describe some classes of rings in relation to Abelian property of factorizations by nilradicals and Jacobson radical. The ring theoretical structures are investigated for various sorts of such factor rings which occur in the process.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.59-67
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• 2000

This study has been done to help teach mathematics on the spot of education by providing the history of mathematics and illustrations concerning mathematics, which were rearranged for the level of the second grade students in highschool and intented to interest students in mathematics classes. The contents of teaching, according to each unit (Matrix, Sequence, Limit, Differentiation, Integration, Probability, Statistics) include the life of the representative mathematician, the historical background centered on episodes, questions linked with reality, questions making sensations in history and something for maxim in mathematics. If such contents are properly used, they are expected to be able to stimulate students' curiosity, and to be effective in improving students' learning ability in mathematics by causing them to show their active attitudes toward learning mathematics.

• Journal of Educational Research in Mathematics
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• v.9 no.2
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• pp.369-381
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• 1999

The aim of this study is to analyze the relationships and propose the desirable relationships between mathematics curriculum and curriculum-introduction. Under the purpose of this study, we investigate the coherence of mathematics curriculum and curriculum-introductions which have been revised through the seven curriculum-revisions to the present. And we analyze the change in the education. On the basis on this analysis, we propose mathematics textbooks which can be said that have a strong impact on the practice of mathematics the important points that should be considered in the mathematics curriculum-revision. First, we need to reconsider the order of the mathematics curriculum-revisions which has been going on from curriculum-introduction to mathematics curriculum. Second, we should take more efforts in developing the mathematics textbooks and reflect the voice of the mathematics textbooks and reflect the voice of athematics leachers in the more positive way.

• Research in Mathematical Education
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• v.13 no.1
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• pp.31-48
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• 2009

Utilizing the path analysis method, the study explores the relationships among the influential factors in mathematics modeling academic achievement. The following conclusions are drawn: 1. Achievement motivation, creative inclination, cognitive style, the mathematical cognitive structure and mathematics modeling self-monitoring ability, those have significant correlation with mathematics modeling academic achievement; 2. Mathematical cognitive structure and mathematics modeling self-monitoring ability have significant and regressive effect on mathematics modeling academic achievement, and two factors can explain 55.8% variations of mathematics modeling academic achievement; 3. Achievement motivation, creative inclination, cognitive style, mathematical cognitive structure have significant and regressive effect on mathematics modeling self-monitoring ability, and four factors can explain 70.1% variations of mathematics modeling self-monitoring ability; 4. Achievement motivation, creative inclination, and cognitive style have significant and regressive effect on mathematical cognitive structure, and three factors can explain 40.9% variations of mathematical cognitive structure.

• Journal for History of Mathematics
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• v.17 no.3
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• pp.73-92
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• 2004

The paper surveys various attempts to use the concept of 'fundamental ideas' -Bruner's concept- as a tool for organizing mathematics teaching and research in mathematics education. One of the characteristics of fundamental ideas in mathematics is their correspondence to the history of mathematics; therefore in forming out contents and methods in mathematics education, the history of mathematics may be serve as an interesting aspect. It is demonstrated by the example of mean values.

• Research in Mathematical Education
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• v.9 no.3 s.23
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• pp.295-303
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• 2005

Students' mathematics application ability is a hot spot which mathematics education pays attention. So, I have carried on the test of mathematics application and the questionnaire survey to student of Senior One of the two middle schools. Through the test and the investigation, I discover that the level of the students' mathematics application ability is not high. To the simple application question, the difference of the male and the female is not big, but to the difficult application question, the male and the female has the remarkable difference. The students' lack of flexible and the original cognition monitoring ability in mathematics application process are afraid of studying mathematics application since childhood and lack of the training of this aspect. They thought mathematics foundation and reading understood ability is the key of mathematics application. Through analysis result of investigation, this paper proposed the way to raise mathematics application ability of students.

• The Mathematical Education
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• v.52 no.2
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• pp.129-147
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• 2013

The Ministry of Education Science and Technology represented National Mathematics Education Advance Plan in 2012. The plan is focused on reinforcing mathematics education, improving understanding about mathematics, and enhancing self-guided learning. After the National Mathematics Education Advance Plan new middle school mathematics textbooks have been developed and they will be used from 2013. The purpose of this study is to analyse those mathematics textbooks to find how the National Mathematics Education Advance Plan is affected to the mathematics textbooks. This study found some important aspects affected from the Advance Plan to those textbooks and some implications for the future Korean mathematics education.