• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.677-694
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• 2008

Mathematics and science courses have a deep connectednessGnterrelationship). This research analysis their connectedness focused mathematics courses. Textbooks which were used in seventh education process were used in this analysis and the connectedness was further analyzed. From this analysis, three norms study various cases where mathematics courses affect science courses. The three norms are defined by order of curriculum of mathematics and natural science courses that have interrelationship. Lastly, a method to organize to connect mathematics and natural science course is discussed in detail in two aspects. Thorough this research, improvement in study achievement ability is expected by positive effects of mathematics courses to science courses.

• Communications of Mathematical Education
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• v.28 no.2
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• pp.235-253
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• 2014

This study aims to develop strategies for improving the affective characteristics of Korean students based on results from international achievement tests. In pursuing the goal, different research methods are employed including a) analysis of the theories and literature regarding the affective domains included in PISA and TIMSS studies; b) analysis of the current situation and needs of Korean students with respect to the affective factors based on PISA and TIMSS results; c) case studies of best practices in relation to students' affective domains in Korea and abroad; and d) development of strategies for improving and supporting Korean students' affective characteristics. Especially, this paper deals with the analysis of the results from in-depth interviews and class observations, so as to identify the current situation and best practice cases of students' affective characteristics education in Korea. The results are classified into a) curriculum, which is in turn divided into national curriculum and reconstruction of curriculum school and classroom; and b) teaching, learning and evaluation, which is in turn divided into learner characteristics, motivation, teaching strategies, class grouping, activities and interaction, question and feedback, evaluation methods, and evaluation tools. Support plans in terms of school and social environments are also suggested based on the results.

• The Mathematical Education
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• v.59 no.4
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• pp.331-355
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• 2020

The purpose of this study is to systematically analyze the results of the existing research on mathematical beliefs, compare and synthesize the valuable results and to suggest implications for mathematical beliefs and research. As a result of checking the methodological quality of 59 articles in total using the MQA(Methodological Quality Assessment) checklist, most of them surveyed mathematical beliefs using questionnaires, and most of the studies were conducted on prospective teachers. As a result of systematic review, the conceptual characteristics of mathematical beliefs, object-specific characteristics, and the educational influence of mathematical beliefs were able to synthesize the meaning. Mathematical beliefs had important educational influences in the practice of teachers, students, and math classes. As the results of the study, we emphasize the importance of changing the beliefs of students and teachers in order to solve the problem of mathematical education, where students rely on private education rather than activity thinking, and teachers do not pay attention to students thinking. It has been shown that concrete support is needed for practicing participatory instruction focused on mathematical thinking.

• Journal of the Korean School Mathematics Society
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• v.23 no.1
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• pp.89-109
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• 2020

This study aims to improve teacher education by analyzing the causes and backgrounds of which pre-service mathematics teachers experience learning difficulties on the topic of discrete mathematics. To this end, we conducted a questionnaire and an evaluation on the topic of discrete mathematics, and the obtained data were analyzed. The results show that (1) pre-service mathematics teachers need to share their perceptions of the need for discrete mathematics education; (2) a review of the adequacy of the discrete mathematical content and its credits are required; (3) the causes of their learning difficulties need to be looked at from a different perspective than the learning factors. And two implications were obtained. First, it is necessary to study the systematicity and sequence of content elements of discrete mathematics in the aspect of its continuity of curriculum of secondary school and university. Second, it is required consideration for adjusting the ratio of discrete mathematics to secondary teachers' employment examination.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.04a
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• pp.25-37
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• 2006

영재를 위한 수학교육은 우리의 당면과제 중 하나이다. 능력 있는 학생들의 학습이 속진에 한정되는 것 보다는 심화자료 및 수학적 소프트웨어와 함께 하는 것이 더 의미 있을 것으로 기대된다. 본 연구는 스프레트쉬트를 사용한 수학적 아이디어의 탐구에 관한 것이다. 다음에 대해 논의하기로 하겠다. i) 스프레드쉬트는 비전통적이면서도 이용이 용이하며, 수학적 통찰을 위한 매개물이다. ii) 풍부하고, 흥미릅고, 가치있는 수학적 주제에 대해 스프레드쉬트를 이용할 수 있다. iii) 스프레드쉬트를 사용하여 학생들이 수학적 아이디어에 대한 흥미를 고취시킬 수 있다. iv) 스프레드쉬트는 학생들에게 그들의 창의적인 시각화 기술을 공개할 기회를 줌으로써 수학에 대한 폭넓은 도식적 이해를 제공한다. v) animation을 포함한 스프레드쉬트 도식들의 적절한 사용은 유익하면서도 흥미롭다. vi) 학생들은 일상생활에 나타나는 수학의 흥미로움을 발견할 것이다. vii) 교사는 지금의 지도방식에 스프레드쉬트를 통합할 수 있다. 특히 스프레드쉬트는 다음과 같은 면모도 가지고 있다. i) 창의적인 수학적 스프레드쉬트 모델들의 실제 과정들이 그 자체로써 수학적 개념발달에 이용될수 있다. ii) 스프레드쉬트 모델은 심화된 주제의 탐색을 위한 의미 있는 탐구과제를 제공한다. iii) 스프레드쉬트는 현장에서 사용되는 실제적 수학 도구이다. - 과학자나 공학도들의 사용도 증가되고 있다. 이것의 사용은 학생들이 현장에서 사용할 기술을 취득하게 할 수 있고, 같은 컴퓨터의 소프트웨어를 사용하는 가족의 대화 수단이 되기도 한다. 본 연구에서 우리는 스프레드쉬트의 4가지 실증적 예를 들어 보겠다. 또한 다른 영역에서 발전된 스프레드쉬트 모델의 몇 가지 도식적 산출물도 포함 할 것이다. 우리는 가장 대중적인 스프레드 쉬트인 Microsoft Excel 프로그램을 사용하였다. Excel의 수행과 Excel 연산의 설명을 담은 CD와 함께 다양한 사례들에 대한 논의는 (8)을 참고하기 바란다. 본고에서는 graphic animation 기술, 스크롤바의 사용을 간단하게 개괄하겠다. '동적형상들(movies)'를 만들 수 있는 간단한 매크로의 사용 등의 내용들은 각 자료를 사용할 수 있는 Excel 파일의 예와 함께 [1]과 [8]에 설명하였었다. 많은 인쇄물과 on-line 참고문헌, 매체자료들도 함께 제공하였다.

• Journal of Educational Research in Mathematics
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• v.19 no.3
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• pp.371-392
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• 2009

A lot of researches state mathematical justification is important. Specially, NCTM (2000) mentions that mathematical reasoning and proof should be taught every student from pre-primary school to 12 grades. Some of researches say elementary school students are also able to prove and justify their own solution(Lester, 1975; King, 1970, 1973; Reid, 2002). Balacheff(1987), Tall(1995), Harel & Sowder(1998, 2007), Simon & Blume(1996) categorize the level or the types of mathematical justification. We re-categorize the 4 types of mathematical justification basis on their studies; external conviction justification, empirical-inductive justification, generic justification, deductive justification. External conviction justification consists of authoritarian justification, ritual justification, non-referential symbolic justification. empirical-inductive justification consists of naive examples justification and crucial example justification. Generic justification consists of generic example and visual example. The results of this research are following. First, elementary school teachers in Korea respectively understand mathematical justification well. Second, elementary school teachers in Korea prefer deductive justification when they justify by themselves, while they prefer empirical-inductive justification when they teach students.

• Education of Primary School Mathematics
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• v.18 no.1
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• pp.45-59
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• 2015

This study focused on the classification of triangles by angles in elementary school mathematics. We examined Korean national mathematics curriculum from the past to the present. We also examined foreign textbooks and the Euclid's . As a result, it showed that the classification is not indispensable from the mathematical and the perceptual viewpoint. It is rather useful for students to know the names of triangles when studying upper level mathematics in middle and high schools. This study also suggested that the classification be introduced in elementary school mathematics in the context of reasoning and inquiring as shown foreign textbooks, and example topics for the reasoning and inquiring.

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.95-111
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• 2019

This study searched for the possibility of tangram activities through modifying the tasks of elementary school mathematics textbooks into content based open tasks. As a result of analyzing previous researches, it was confirmed the educational effect of the mathematical tasks transformation and the educational value of tangram activities. The analysis of the textbooks revealed that the tangram activities presented in the textbooks are likely to be at the level of play. It was tried to modify 2015 revised curriculum textbook-tasks into content based open tasks. Based on this study, it could be expected advantages of task modification such as improvement of teachers' expertise and expectation of diverse reactions of students.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.269-283
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• 2009

This study has investigated the way to improve the communication skills emphasized in mathematics education, and analyzed the effects of Communication Oriented Mathematics Lessons on the mathematical disposition and the academic achievements. For this research, two groups of first grade students from D elementary school in Daegu city were selected which had been proved homogeneous in mathematical disposition and academic achievements via a preliminary test. The experimental group was given Communication Oriented Mathematics Lessons (COML) while the control group was given Traditional Classroom-based Instruction (TCI). COML were given along with first grade, first level mathematics for eight weeks, to improve communication skills of the students who were unfamiliar with mathematical communications. The schemes for the education include revising, summarizing, asking questions, and participating. The results of the study were summarized for mathematical disposition and academic achievements. First, COML is effective to evaluate the will to solve problems in the mathematical disposition of the students, and to make it useful for them to live their lives and to learn other subjects. Second, previous studies have shown contrary interpretations on the effects of COML. This study has found that it does not improve the students' scores on the original form of academic achievement test.

• Communications of Mathematical Education
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• v.36 no.3
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• pp.439-467
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• 2022

The future society requires not only knowledge but also various competencies, including creativity, cooperative spirit and integrated thinking. This research develops a program for integrating mathematics and information science to enhance important mathematical competencies such as problem-solving and communication. This program does not require much prior knowledge, can be motivated using everyday language and easy-to-access tools, and is based on creative problem-solving activities with multilateral cooperation. The usefulness and rigor of mathematics are emphasized as the number of participants increases in the activities, and theoretical principles stem from the matrix theory over finite fields. Moreover, the activity highlights a connection with error-correcting codes, an important topic in information science. We expect that the real-world contexts of this program contribute to enhancing mathematical communication competence and providing an opportunity to experience the values of mathematics and that this program to be accessible to teachers since coding is not included.