• Communications of Mathematical Education
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• v.34 no.1
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• pp.1-15
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• 2020

Today's healthcare, intelligent robots, smart home systems, and car sharing are already innovating with cutting-edge information and communication technologies such as Artificial Intelligence (AI), the Internet of Things, the Internet of Intelligent Things, and Big data. It is deeply affecting our lives. In the factory, robots have been working for humans more than several decades (FA, OA), AI doctors are also working in hospitals (Dr. Watson), AI speakers (Giga Genie) and AI assistants (Siri, Bixby, Google Assistant) are working to improve Natural Language Process. Now, in order to understand AI, knowledge of mathematics becomes essential, not a choice. Thus, mathematicians have been given a role in explaining such mathematics that make these things possible behind AI. Therefore, the authors wrote a textbook 'Basic Mathematics for Artificial Intelligence' by arranging the mathematics concepts and tools needed to understand AI and machine learning in one or two semesters, and organized lectures for undergraduate and graduate students of various majors to explore careers in artificial intelligence. In this paper, we share our experience of conducting this class with the full contents in http://matrix.skku.ac.kr/math4ai/.

• Education of Primary School Mathematics
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• v.16 no.1
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• pp.57-70
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• 2013

This study is aimed to compare the area of geometry of elementary mathematics textbooks in korea and china. Through this study, we would like to suggest some guidelines in order to develop geometric curriculum and textbooks in korea and to search for more efficient methods of learning mathematics. For this, we have looked through the general characteristics of geometry domain in mathematics curriculums and the textbooks in korea and china. Furthermore, we have found the similarities and differences while comparing specific contents in the two countries. The followings are the conclusions of this study. First, The mathematics curriculum in korea is divided into 'figure' domain, but the one in china is divided into 'space and figure' domain, which deals with figure and measurement. And china constructs the contents of the basic figure as a whole unit. Second, korea gives clear learning aims about contents whereas china gives learning activities. Lastly, when starting teaching a plain figure, korea focuses on checking and finding definitions and characters through fundamental figures. However, china focuses on figuring out components and the relations among them throughout various plain figure activities.

• Journal of the Korean School Mathematics Society
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• v.21 no.2
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• pp.91-111
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• 2018

Junior college students in located Eup-Myeon areas commonly fail to meet the basic standards of mathematics. This leads students to lack basic knowledge and to have difficulties in studying their majors. In addition, students often lose their interest in the study and eventually leave school or drop out, while some have difficulties in their life at work. To remedy and solve these problems, the country proposes National Competency Standards(NCS). The basic occupational competencies proposed in NCS are essential occupational abilities required to successfully perform the job. I want to apply mathematical ability, which is one of the basic occupational competencies, to mathematics education of junior college. Applying NCS mathematical ability to junior college students, I would like to examine the effectiveness of the NCS mathematical ability course. The purpose of this study is to find out the way of education of desirable mathematical ability and to raise basic academic ability and interest in mathematics.

• Journal of Educational Research in Mathematics
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• v.16 no.4
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• pp.273-295
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• 2006

It is the purpose of this study to help computational estimation study to settle down in effective teaching method through analysis how students are understanding computational estimation and what occurs using computational estimation in actual life problem situations. I set 3 cases to accomplish these purposes. (1) How students are understanding computational estimation? (2) How students' computational estimation ability is in applying actual life problem situation? (3) What is students' different attitudes in an actual life problem situation before studying computational estimation and after? To accomplish tile purpose, I chose 6 third grade students and taught 'Computational estimation using actual life problem situation' and analyzed students computational estimation processing. Then I arranged the computational estimation processing in an actual life problem situation and differences between the before and tile after. As a result, I obtained the followings. (1) Need of estimation: Every students could recognize the need of estimation with experiencing an actual life problem situation. (2) Choosing the order of decimals: Students could choose appropriate order of decimals according to an actual life problem situations. (3) Using strategy: They usually use rounding strategy and quite often use special number and compatible number strategy.

• Journal for History of Mathematics
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• v.24 no.3
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• pp.1-12
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• 2011

It is well known that the sexagesimal cycle(干支) has been playing very important role in ordinary human affairs including astrology and almanacs and the arts of divination(術數). Yin-Yang school related the cycle with the sixty four hexagrams and the system of five notes(五音) and twelve pitch-pipes(十二律), and the processes to relate them are called respectively NaJia(納甲) and NaYin(納音) and quoted in Shen Kuo's Meng qi bi tan(夢溪筆談, 1095). Yang Hui obtained the process NaYin in the context of mathematics. In this paper we show that Yang Hui introduced the concept and notion of functions and then using congruences and the composite of functions, he could succeed to describe perfectly the process in his Xu gu zhai qi suan fa(續古摘奇算法, 1275). We also note that his concept and notion of functions are the earliest ones in the history of mathematics.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.8
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• pp.5121-5131
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• 2015

The purpose of this study was to investigate competency and employ ability of labor market for college students who are majoring in sports and recreation studies. It was revealed that the stanine score 2 achievement is 1 college, the stanine score 3 achievement is 11 colleges, the stanine score 4 achievement is 32 colleges, the stanine score 5 achievement is 15 colleges, and the stanine score 6 achievement is 5 colleges. This result indicated that the colleges locating in large cities or providing with certification of the secondary school teaching are performed highly academic achievement record. In an analysis of competency test among students who are majoring in sports & recreation, or physical education, the mean scores of physical, social, emotional, cognitive, and management competencies among the students are 3.88, 3.61, 3.52, 3.30, and 3.21, respectively. This study is about preparation: getting it right at the beginning; giving the right training and educating to the right people to create an effective workforce for the delivery of sports and recreation market. This understanding, can be used as a guide to policies and possible actions related to training and recruitment.

• Journal of Elementary Mathematics Education in Korea
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• v.11 no.1
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• pp.81-98
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• 2007

In order to help students learn geometric concepts in mathematics in an easy and interesting way, the present study restructured the textbook so that it utilizes GSP based on van Hiele's theory. In addition, we purposed to examine how effective the restructured textbook is in enhancing students' van Hiele level and to lay a base for the active use of GSP in learning figures in elementary school. In conclusion, the results of this study is expected to solve problems in the structure of the current textbook such as the violation of continuity in van Hiele's theory and inconsistency between the level of textbook contents and students' level through the restructuring of the textbook using GSP and provide helps for effective figure learning. In addition, this research is expected to be an opportunity for the active use of GSP in teaching figures in elementary school.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.285-304
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• 2009

The operations of fractions are the main contents of number and operations in the elementary mathematics curriculum. They are also difficult for students to understand conceptually. Nevertheless, there has been little study on the addition and subtraction of fractions. Given this, this paper explored the connection between the national mathematics curriculum and its concomitant textbooks, the adequacy of when to teach, and the method of constructing each unit to teach addition and subtraction of fractions. This paper then analyzed elementary mathematics textbooks and workbooks by three parts aligned with the general instructional flow: 'introduction', 'activity', and, 'exercise'. First, it was analyzed with regard to the introduction part whether the word problems of textbooks might reflect on students' daily lives as intended, how different meanings of operations would be expected to be taught, and how the subsequent activities were connected with the original word problems. Second, the main analysis of activity part of the textbooks dealt with how to use concrete or iconic models to promote students' conceptual understanding of operations and how to formalize the calculation methods and principles with regard to addition and subtraction of fractions. Third, the analysis of the part of exercise in the textbooks and workbooks was conducted with regard to problem types and meanings of operations. It is expected that the issues and suggestions stemming from this analysis of current textbooks and workbooks are informative in developing new instructional materials aligned to the recently revised mathematics curriculum.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.635-652
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• 2023

This study conducts a comprehensive analysis of the curricular progression of the concepts and learning sequences of 'lines', specifically, 'line segments', 'straight lines', and 'rays', at the elementary school level. By examining mathematics curricula and textbooks, spanning from 2nd to 7th and 2007, 2009, 2015, and up to 2022 revised version, the study investigates the timing and methods of introducing these essential geometric concepts. It also explores the sequential delivery of instruction and the key focal points of pedagogy. Through the analysis of shifts in the timing and definitions, it becomes evident that these concepts of lines have predominantly been integrated as integral components of two-dimensional plane figures. This includes their role in defining the sides of polygons and the angles formed by lines. This perspective underscores the importance of providing ample opportunities for students to explore these basic geometric entities. Furthermore, the definitions of line segments, straight lines, and rays, their interrelations with points, and the relationships established between different types of lines significantly influence the development of these core concepts. Lastly, the study emphasizes the significance of introducing fundamental mathematical concepts, such as the notion of straight lines as the shortest distance in line segments and the concept of lines extending infinitely (infiniteness) in straight lines and rays. These ideas serve as foundational elements of mathematical thinking, emphasizing the necessity for students to grasp concretely these concepts through visualization and experiences in their daily surroundings. This progression aligns with a shift towards the comprehension of Euclidean geometry. This research suggests a comprehensive reassessment of how line concepts are introduced and taught, with a particular focus on connecting real-life exploratory experiences to the foundational principles of geometry, thereby enhancing the quality of mathematics education.

• The Korean Journal of Community Living Science
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• v.22 no.4
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• pp.519-533
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• 2011

The objective of this study was to follow up changes in knowledge related to the mathematics education field work of preliminary early childhood teachers. The subjects of this research were 28 students who were taking mathematics education courses in early childhood education departments at various universities. This research ran for 15 weeks and was conducted through field work relating to mathematics education. The study collected data from pre-service teachers' knowledge, the diagram of concept, writing journals, interviews, and materials from the internet. Through this procedure, pre-service teachers' knowledge for mathematics education could later be expanded, ordered, and integrated. In addition, pre-service teachers not only understood the importance of contents and levels of lesson plans, but also learned how to utilize educational media to make effective lessons. Furthermore, pre-service teachers realized that the mathematical concepts of students could be expanded depending on the contents and methods of pre-service teachers' lesson plans and students could then apply these concepts into daily situations.