• Communications of Mathematical Education
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• v.29 no.4
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• pp.661-685
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• 2015

This study is to search for a program of professional development of mathematics teachers on the viewpoint of content knowledge of mathematics. To do this, we select algebraic subject as content knowledge for solution of polynomials and develop material for group study based on selected subject. We supply the developed material to teachers and discuss the possibility of application and the acceptability of it. For discussion, we collect data through tests and questionnaire. Through analysing the data, we obtain the positive result.

• Journal of the Korean School Mathematics Society
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• v.13 no.1
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• pp.89-104
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• 2010

In a rapidly changing and increasingly technological society. the use of technology should not be disregarded in issues of learning algebra. The use of technology in learning algebra raises many learning and pedagogical issues. In this article, previous research on the use of technology in learning algebra is synthesized on the basis of the four issues: conceptual understanding, skills, instrumental genesis, and transparency. Finally, suggestions for future research into technological pedagogical content knowledge (TPCK) are made.

• Journal of the Korean School Mathematics Society
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• v.8 no.3
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• pp.367-382
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• 2005

In this paper, we deal with various contents relating to the group concept in school mathematics and teaching of algebraic structures indirectly by combining these contents. First, we consider structure of knowledge based on Bruner, and apply these discussions to the teaching of algebraic structure in school algebra. As a result of these analysis, we can verify that the essence of algebraic structure is group concept. So we investigate the previous researches about group concept: Piaget, Freudenthal, Dubinsky. In our school, the contents relating to the group concept have been taught from elementary level indirectly. Tn elementary school, the commutative law and associative law is implicitly taught in the number contexts. And in middle school, various linear equations are taught by the properties of equality which include group concept. But these algebraic contents is not related to the high school. Though we deal with identity and inverse in the binary operations in high school mathematics, we don't relate this algebraic topics with the previous learned contents. In this paper, we discussed algebraic structure focusing to the group concept to obtain a connectivity among school algebra. In conclusion, the group concept can take role in relating these algebraic contents and teaching the algebraic structures in school algebra.

• Proceedings of the Korean Information Science Society Conference
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• 2003.04a
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• pp.833-835
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• 2003

지식 기반 사회를 바탕으로 한 정보화 시대인 21C에, 특히 초고속 통신망의 실현으로 인터넷을 누구나 쉽게 접근하여 사용할 수 있게 됨으로써 우리 수학교육도 적극적으로 컴퓨터를 이용한 Web상에서의 실시간 교육의 도입을 필요로 하게 되었다. 이에 따라서 사이버 공간을 통한 교육이 부각되고 있으며 학습자를 대상으로 한 다양한 수업모형의 개발이 활발하게 진행되고 있다. 그러나 현재 대부분의 웹상의 수업모형들은 학습자가 접근하기가 어렵다거나 단순히 내용을 나열하는데 그쳐 학습자의 능동적인 참여의 유도에는 많은 문제점이 있음을 알 수가 있었다. 이에 본 연구는 다른 과목과는 달리 대부분이 추상적인 지식체계로 구성된 고등학교 수학교과 중에서 학습자가 다소 어렵게 생각하는 여러 가지 대수함수의 그래프를 FlashMX의 액션 스크립트를 이용하여 시각화함으로써 Web상에서 학생 스스로가 언제 어디서나 원하는 함수들을 직접 설정하여 즉시 역동적으로 변화가 가능한 그래프를 그려보고 확인함으로써 보다 정확한 이해를 도울 수 있도록 하였다.

• The Journal of the Korea Contents Association
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• v.14 no.12
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• pp.1083-1099
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• 2014

The purpose of this study is to analyze that The arithmetic and algebraic word problem solving skill, strategy preference, and assessment ability of elementary preservice teachers is investigated using a statistical methodology. The research findings are as follows. First, elementary preservice teachers demonstrated logical and delicate problem solving behaviors in arithmetic and algebraic word problem solving. And elementary preservice teachers prefer to create a formula and table strategy in problem solving of the arithmetic question. Second, there was meaningful difference in the math and english elementary preservice teachers' appreciations with significant level of 0.05. And there was not meaningful difference in the 1 and 4 grade elementary preservice teachers' appreciations with significant level of ${\alpha}=0.05$. Results of the study suggest that teachers education course need to improve elementary preservice teachers' word problem solving skill, strategy preference, and assessment ability in the arithmetic and algebraic.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.251-266
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• 2015

The statement, 'Taking more mathematics would result a better mathematics teacher.' sounds plausible. However, it is questionable that how much of taking university level of mathematics such as abstract algebra and real analysis would affect to teach elementary mathematics well. Would a mathematician be a better teacher for elementary students to teach mathematics than who has been prepared to teach elementary mathematics? This paper reports the effects of opportunities to learn tertiary level mathematics and school level mathematics on pre-service primary school teachers' mathematics pedagogical content knowledge. The study analyzed Teacher Education and Development Study in Mathematics 2008 (TEDS-M 2008) database using multiple regression. Prospective primary teachers who have been prepared as generalist were the focus of the study. The results support future elementary teachers might need to have opportunities to revisit school mathematics they are going to teach.

• The Mathematical Education
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• v.60 no.3
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• pp.297-319
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• 2021

The present study explored a relationship between mathematical understandings of teachers and ways in which their knowledge transferred in designing lessons for hypothetical students from Gess-Newsome (1999)'s transformative perspective of pedagogical content knowledge. To this end, we conducted clinical interviews with four secondary mathematics teachers of their solving and teaching of equation writing. After analyzing the teacher participants' attention to Key Developmental Understandings (Simon, 2007) in solving equation writing, we sought to understand the relationship between their mathematical knowledge of the problems and mathematical knowledge in teaching the problems to hypothetical students. Two of the four teachers who attended the key developmental understandings solved the problems more successfully than those who did not. The other two teachers had trouble representing and explaining the problems, which involved reasoning with improper fractions or reciprocal relationships between quantities. The key developmental understandings of all four teachers were reflected in their pedagogical actions for teaching the equation writing problems. The findings contribute to teacher education by providing empirical data on the relationship between teachers' mathematical knowledge and their knowledge for teaching particular mathematics.

• Communications of Mathematical Education
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• v.15
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• pp.43-52
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• 2003

교육과정은 그 시대에 적합한 요구들을 반영하여야 한다. 제 7차 수학과 교육과정에서 이산수학의 도입이 바로 정보화 시대의 반영이라고 볼 수 있다. 즉, 이산수학의 도입은 수학의 변화가 수학교육의 변화로 이어졌다는 점에서 긍정적으로 평가할 수 있다. 그러나 새로운 내용의 교육과정 도입은 충분한 검증 절차의 부재로 인하여 부정적인 측면도 나타날 수 있다. 예를 들어, 교사양성 대학에서 이미 오래 전부터 개설되어진 해석학이나 대수학 같은 강좌와는 달리 이산수학의 강좌는 비교적 최근에 개설되어 졌으므로 대부분의 현장교사들은 이산수학 내용에 대한 지식이 거의 없다는데 있다. 이러한 문제점들을 바탕으로 우선, 교사양성 대학교육과정에서의 이산수학에 대한 충분한 연구와 우리 현실에 맞는 교재의 재구성이 요구되어진다. 따라서 본 연구를 통해 7차교육과정을 고려하여, 교사양성 대학에 적합한 이산수학 강좌에 대한 구체적인 예들을 제시하여 사범대학 학생들로 하여금 이산수학을 제대로 이해하고, 아울러 이러한 연구가 현직 교사연수에도 충분히 반영될 수 있도록 한다.

• Communications of Mathematical Education
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• v.22 no.4
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• pp.505-514
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• 2008

In this paper we study on derivation of formulas for roots of quadratic equation, cubic equation, and quartic equation through method analogy. Our argument is based on the norm form of polynomial. We also present some mathematical content knowledge related with main discussion of this article.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.137-154
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• 2012

Approximation' is one of central conceptions in calculus. A basic conception for explaining 'approximation' is 'tangent', and 'tangent' is a 'line' with special condition. In this study, we will study pedagogically these mathematical knowledge on the ground of a viewpoint on the teaching of secondary geometry, and in connection with these we will suggest the teaching program and the chief end for the probable teaching. For this, we will examine point, line, circle, straight line, tangent line, approximation, and drive meaningfully mathematical knowledge for algebraic operation through the process translating from the above into analytic geometry. And we will construct the stream line of mathematical knowledge for approximation from a view of modern mathematics. This study help mathematics teachers to promote the pedagogical content knowledge, and to provide the basis for development of teaching model guiding the mathematical knowledge. Moreover, this study help students to recognize that mathematics is a systematic discipline and school mathematics are activities constructed under a fixed purpose.