• School Mathematics
• /
• v.15 no.1
• /
• pp.137-158
• /
• 2013

In this paper we compared waldorf education with korean public education in the area of teaching the numbers form 0 to 10. We took several characters of both. The korean education style has the characters like separation of 0~9 and 10, teaching of the meaning of ordinal numbers and cardinal numbers, use of storytelling. The waldorf education style has the characters like teaching of the qualitive meaning of numbers, use of storytelling, meeting numners in rhythm, teaching from whole to part.

• Journal of Elementary Mathematics Education in Korea
• /
• v.21 no.3
• /
• pp.461-483
• /
• 2017

The ability to think mathematically and to reason inductively are basics of logical reasoning and the most important skill which students need to acquire through their Math curriculum in elementary school. For these reasons, we need to conduct an analysis in their procedure in inductive reasoning and find difficulties thereof. Therefore, through this study, I found parts which covered inductive reasoning in their Math curriculum and analyzed the abilities and characteristics of students in solving a problem through inductive reasoning.

• Journal of Elementary Mathematics Education in Korea
• /
• v.14 no.2
• /
• pp.197-215
• /
• 2010

Intuition plays an important role in the mathematical education as well as the process of invention in mathematics. And many mathematics educators became interested in intuition in mathematics education. So we need to analyze the effect of the characters of intuition of elementary students. In this study, the questionnaire and the interview were used. The subjects were 6 grade-103 students in the questionnaire. They were asked to solve the problems in the questionnaire which was designed by the researcher and to describe the reasons why they answered like that. Students are effected directly by the characters of intuition, ie self-evidence, intrinsic certainty, implicitness, etc. And the effect come from intuitive and ordinary experiences and the results of previous learning. In conclusion, we have to be interested in teaching via intuition and to control the effect of the characters of intuition.

• Education of Primary School Mathematics
• /
• v.27 no.3
• /
• pp.261-279
• /
• 2024

The purpose of this study is to examine the characteristics of AI courseware for mathematics learning based on Choppin et al.'s (2014) digital typology and to derive implications for directions for AI courseware development. For this purpose, 12 types of AI courseware actively used in domestic were selected for analysis, and the characteristics of these AI courseware in terms of program-student interaction, teacher' s lesson design, and evaluation system were analyzed. As a result, each AI courseware provided unique functional features for students, teachers, and evaluation, but the ability to modify and configure teaching and learning was limited. Based on these results, implications for the direction of development of AI courseware in mathematics education were presented.

• The Mathematical Education
• /
• v.62 no.4
• /
• pp.531-549
• /
• 2023

Despite the significance of mathematics teacher guidebooks as a support for teacher learning, there are few studies that address how elementary mathematics teacher guidebooks support teacher learning. The purpose of this study was to analyze the educative features of elementary mathematics teacher guidebooks for grades 3 and 4. For this, six units from each of ten kinds of teacher guidebooks were analyzed in terms of seven dimensions of Teacher Learning Opportunities in Korean Mathematics Curriculum Materials (TLO-KMath). The results of this study showed that mathematics content knowledge for teaching was richly provided and well organized. Teacher guidebooks provided teacher knowledge to anticipate and understand student errors and misconceptions, but were not enough. Sample dialogues between a teacher and students were offered in the teacher guidebooks, making it easier for teachers to identify the overall lesson flow and key points of classroom discourse. Formative assessment was emphasized in the teacher guidebooks, including lesson-specific student responses and their concomitant feedback examples per main activity. Supplementary activities and worksheets were provided, but it lacked rationales for differentiated instruction in mathematics. Teacher knowledge of manipulative materials and technology use in mathematics was provided only in specific units and was generally insufficient. Teacher knowledge in building a mathematical community was mainly provided in terms of mathematical competency, mathematical classroom culture, and motivation. This paper finally presented implications for improving teacher guidebooks to actively support teacher learning.

• Proceedings of the Korea Contents Association Conference
• /
• 2014.11a
• /
• pp.417-418
• /
• 2014

본 연구는 구술성과 문자성이 결합한 형태로 나타나는 구어적 매체의 특징을 이해하고 특별히 그것이 16세기 종교개혁 시기에 어떠한 영향을 끼쳤는지를 살펴보면서 오늘날 현대 교육에 효과적인 적용할 부분은 없는지 그 가능성을 확인해 보고자 한다.

• Communications of Mathematical Education
• /
• v.18 no.2 s.19
• /
• pp.133-142
• /
• 2004

선형대수 교육과정 연구 단체(LACSG, The Linear Algebra Curriculum Study Group)는 1990년 그의 결성과 함께 선형대수 교육과정에서 중점적으로 고려해야할 다섯 가지 추천 목록을 발표하였다. 그 중 가장 두드러진 특징은 기존의 형식적이고 엄밀한 벡터공간 중심의 선형대수 교육과정을 보다 실용적인 행렬중심으로 바꿀 것을 주장하고 있다. 본 연구에서는 벡터 공간 중심의 교육과정과 행렬 중심에 기반한 교육과정의 역사적 흐름에서 행렬 중심의 교육과정이 우위를 차지하게 된 배경을 살핀다. 또한 이러한 교육과정과 맥을 같이한 선형대수 교과서의 변천과, 행렬의 곱의 전개를 중심으로 두 중심사이의 차이를 논한다.

• Journal of Educational Research in Mathematics
• /
• v.15 no.2
• /
• pp.147-176
• /
• 2005

This study intends to examine the characteristics of mathematical literacy on Korean Students in PISA 2003(Programme for International Student Assessment 2003). We study the mean performance, the distribution of student performance, the student performance in terms of mathematics contents and process and situation and item format, the differences in mean scores between PISA 2000 and PISA 2003, and the gender differences in student performance. In addition to, we study students' engagement with mathematics, students' beliefs about themselves, students' anxiety in mathematics, and students' teaming strategies. Finally, we discuss the reasons of the characteristics of mathematical literacy on Korean students in PISA 2003, and suggest the implications for mathematics educators and educational policy-makers.

• Electronics and Telecommunications Trends
• /
• v.14 no.4 s.58
• /
• pp.93-103
• /
• 1999

21세기 지식정보사회를 준비하는 일원으로 국내 교육분야에서는 교육정보화 촉진 시행계획에 따라 모든 국민이 언제 어디서나 원하는 교육을 받을 수 있는 열린교육 및 평생교육 사회구현에 목표를 두고 교육정보화를 추진하고 있다. 본 논문에서는 교육정보화를 위해 현재 추진중인 정책, 지원사업, 기술개발 등 전반적인 현황을 진단하고, 문제점을 분석한다. 그리고, 향후 보편적인 교육방법으로 자리잡을 사이버 교육 환경의 특징과 활용되는 정보통신 표준기술을 살펴보며, 관련 국제 표준화 활동을 소개한다.

• School Mathematics
• /
• v.9 no.3
• /
• pp.409-426
• /
• 2007

The relevance of secondary school algebra focused on paper and pencil manipulation has been reconsidered along with the expansion of universal education and the development of ICT such as computer or calculators. This study was designed to investigate the issues and trends of the recent algebra so as to provide implementations for algebra curriculum in Korea. The focus of algebra education has being shifted from paper pencil manipulation to algebraic thinking. The early algebra or informal algebra is one of the important traits of revolution, and the role of ICT is integrated in newly developed curricula. In Korea, algebra education has been retaining the traditional line even though the national curriculum documents allows ICT for instruction. The reasons of these discrepancies were analyzed and the tasks for the new curriculum in accordance with the current trends were suggested in this paper.