• Journal of Elementary Mathematics Education in Korea
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• v.17 no.3
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• pp.431-455
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• 2013

In this thesis, I classified various meanings of fraction into two categories, i.e concept(rate, operator, division) and model(whole-part, measurement, allotment), and surveyed appearances which is shown in Korea elementary mathematics textbook. Based on this results, I derived several implications on learning-teaching of fraction in elementary education. Firstly, we have to pursuit a unified formation of fraction concept through a complementary advantage of various concepts and models Secondly, by clarifying the time which concepts and models of fraction are imported, we have to overcome a ambiguity or tacit usage of that. Thirdly, the present Korea's textbook need to be improved in usage of measurement model. It must be defined more explicitly and must be used in explanation of multiplication and division algorithm of fraction.

• School Mathematics
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• v.16 no.3
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• pp.613-631
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• 2014

The aim of this study was to investigate how the small group activity system influences individual to form concepts of prime number and composite number through activity theory on learning process of mathematically gifted 5th-grade students. Student's worksheets, recorded video, and interview were gathered and transcribed for analyzing data. Process of concept formation and using symbol behavior were used to derive the stage of mathematical concept from students, and the activity system and stage of concept formation process were schematized through analysis of whole class activity system and small group activity system based on activity theory. According to the results of this study, two students who were in different activity groups separated into the state of semi-concept and the stage of complex thinking respectively, and therefore, social context and the activity system had effects on process of concept formation among the students.

• Communications of Mathematical Education
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• v.10
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• pp.169-188
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• 2000

급변하고 있는 정보화시대애서 수학교육은 예전의 암기식, 주입식에서 벗어나 새롭게 변화될 필요가 있다. 컴퓨터 매체가 수학교육에 도입된 결과 수학 내용과 수학을 이해하는 방법, 교수 ${\cdot}$ 학습 방법을 변화시키고 있으며 교수 ${\cdot}$ 학습이 일어나는 사회 ${\cdot}$ 문화적 환경을 변화시키고 있다. 학생들이 컴퓨터 테크놀러지를 이용해 수학적 이해를 얻고 수학적 힘을 길러 의사소통자, 문제해결자가 되도록 도와야 한다. 또한 실생활적인 맥락에서 상황화되는 중요한 아이디어를 동시에 가르침으로써 효율성을 성취하고 내용적 과잉을 극복하고 새 수학의 혁신, 다양성, 연속적 성장을 체계적으로 지지해야 한다. 이 글에서는 학생들의 개념적 이해와 문제해결을 돕기 위해 테크놀러지의 역할을 조명해보고 DERIVE(TI-92)를 이용한 수학 학습 예시를 제시하고자 한다.

• Journal of the Korean School Mathematics Society
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• v.22 no.4
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• pp.351-367
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• 2019

Slope is an important mathematical concept that is connected to advanced mathematics as well as a basic concept as an indicator of the steepness of a straight line. The purpose of this study is to see how the concept of slope is presented in mathematics textbooks of middle school. For this study, we analyzed the types of slope concepts in the textbooks. In particular, we analyzed motivation activity, definition, examples of slope in them and used a concept framework of slope by Stump(1999, 2001), Moore-Russo, Connor & Rugg (2011). As a result, it was shown that middle school mathematics textbooks use the types of slope concepts to be biased when explaining the slope or presenting the slope problems. In addition, the real contexts of slope is poorly presented, and the concept types change from visual aspect to analytical aspect in the processes. This study provides suggestions on how to present the slope concepts in mathematics curriculum and middle school textbooks.

• Journal for History of Mathematics
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• v.18 no.3
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• pp.67-78
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• 2005

In this paper we deals with Leibniz's definition of infinite and infinitely small quantities, infinite quantities and theory of quantified indivisibles in comparison with Galileo's concept of indivisibles. Leibniz developed 'method of indivisible' in order to introduce the integrability of continuous functions. also we deals with this demonstration, with Leibniz's rules of arithmetic of infinitely small and infinite quantities.

• Journal of Educational Research in Mathematics
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• v.24 no.1
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• pp.67-82
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• 2014

The term "objectification" has various definitions or perspectives. Nevertheless, it's pursued commonly by groups from various perspectives who emphasize the activities of becoming aware of a process as a totality, realizing that transformations can act on that totality, that is, turning processes into object. The purpose of this study is to identify how students objectify the concept of repetition regarding permutation and combination and find difficulties of objectification focusing on teacher's and students' discourse from common emphasis on previous researches associated with objectification. Students objectified the concept of repetition by replacing talk about processes with talk about objects regarding repetition and using discursive forms that presented phenomena in an impersonal way. The difficulties of objectification were derived from close linkage between the way of using keywords regarding repetition and everyday language.

• Journal for History of Mathematics
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• v.25 no.1
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• pp.57-70
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• 2012

We will research the elementary formal logic and mathematical concept represented in Mojing, and focus on the ancient Chinese's mathematical principles implicit in Mojing. Moreover, the mathematical significance and values of Mojing are examined.

• Journal of the Korean School Mathematics Society
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• v.14 no.2
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• pp.179-198
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• 2011

Developing Mathematical Thinking has been continually emphasized in the Korean curriculum and this emphasis has demonstrated its impact on math textbooks and classes in South Korean schools. This study intends to discover how the Developmental Mechanism of Mathematical Thinking should be reflected through School Mathematics regardless of subfields of Mathematics or its levels. Finally, this study concluded that the Developmental Mechanism of Mathematical Thinking is being reflected on School Mathematics. However, more research in certain areas needs to be done. Through analyzing textbooks, it is certain that the Developmental Mechanism of Mathematical Thinking is being reflected on School Mathematics. Moreover, it appears that students are able to develop new concepts using Developmental Mechanism of Mathematical Thinking. Mathematical Thinking is a subject that many scholars and mathematicians have taken an interest in. Especially with the math curriculum in Korea, designing and implementing classes that would help students develop their mathematical thinking are increasingly being emphasized. This study defines what mathematical development mechanism is, and based on this definition, it further analyzes the math textbook of the revised 2007 curriculum. As a result, textbook developers and math teachers should examine and analyze the concepts that learners need to acquire and how they develop. Further, this study not only presents the concepts students are expected to acquire, but also looks at the flow in which concepts have been introduced to students. It concludes that activities that can help students have an idea of what they are going to learn in the future should be provided during class time.

• School Mathematics
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• v.12 no.2
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• pp.151-176
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• 2010

This research aims to conduct the teaching experiment based on the constructivism to elementary preservice teachers and report on how they construct and develop the mathematical knowledge on ratio concept. Furthermore, this research aims to examine the significances and difficulties of "constructivist teaching experiment" which are conceived by elementary preservice teachers. As the results of this research, I identified the possibilities and limits of mathematical knowledge construction by elementary preservice teachers in the "constructivist teaching experiment". And the elementary preservice teachers pointed out the significances of "constructivist teaching experiment" such as the experience of prior thinking on the concept to be learned, the deep understanding on the concept, the active participation to the lesson, and the experience of learning process of elementary students. Also they pointed out the difficulties of "constructivist teaching experiment" such as the consumption of much time to carry out the constructivist teaching, the absence of direct feedbacks by teacher, and the adaption on the constructivist lesson.

• Journal of Music and Human Behavior
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• v.7 no.1
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• pp.1-15
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• 2010

The purpose of this study is to inquire into the theoretical background of music therapy interventions for the improvement of mathematical concepts among young children with special needs. The researcher provides a basis of theoretical background about musical activities as an effective tool for young children to understand and promote their mathematical concepts, and the necessity of practical application in the field of mathematics education is suggested. Music, as a multi-sensory modality, has an ability to hold and maintain one's attention, and can be used as a memory aid and a powerful and effective motivator and reinforcer for young children. Therefore, musical activities can be used to facilitate mathematical concepts in the field of education for young children. Possible musical activities for promoting mathematical development are suggested, and the necessity for developing various musical activities is discussed.