• Journal of Science Education
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• v.37 no.2
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• pp.245-260
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• 2013

The purpose of the research is to examine the teachers' cognition about the math textbook selecting and to provide the implications about the rational process of the textbook selection and criteria based on the research. In terms of the research result about the inner and outer criteria of the actual process of the textbook selecting, they utilized the standard selection criteria distributed by Office of Education, and they considered 'Organization of learning contents' and 'Learning evaluation' as the most important factors. The selection method was that the answer 'After scoring the grade with matching standards, selecting by adding the total score' was the highest. In case of the actual selection, the most considerable inner criteria appeared 'Learning quantity and propriety of the difficulty level'. The outer criteria showed 'Awareness', and the difficulty in the selection process was 'in sufficient time for reviewing'. Based on this research result, we draw the implication that needs to be improved in the process of the textbook selection and the criteria.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.321-332
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• 1999

This article made overtures of the relationship between interactive mathematics texts nd the prototype design of computer application with Computer Algebra System Math. Engine, linking together in the school mathematics. School teachers and researchers would try to construct mathematical materials with computers in educating students in the middle and high school grades. As the individual users come to manage hyper-media materials, so they meet with the problem of 'Who does control?'A mass user would be concerned with interactive mathematics materials directly or off-line at realtime and manipulate the process of problem-solving symbolically with MathView/sup 11)/ and ON-Math/sup 12)/. Discussion was made in developing the factor in the domestic situation and reaching out their hands for it. In conclusion, a user may reform the information of math-curriculum limitedly.

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.299-307
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• 2003

본 연구의 목적은 1999년에 38개국이 참가하여 시행된, 제3차 수학 과학 성취도 국제비교 반복연구(TIMSS-R)중 화학 영역 성취도를 분석하는 것이다. 우리 나라 중학교 2학년 학생의 화학 성취도를 외국 및 다른 과학 영역과 비교하고, 소영역(물질의 분류, 물질의 구조, 화학반응과 변환, 에너지와 화학 변화)별로 각 문항의 정답율을 분석하였다. 우리 나라 학생들의 화학 점수는 국제 평균보다 높았으나, 다른 과학 영역과 비교하면 그 성취 수준이 상대적으로 낮았다. 특히, 에너지와 화학 변화 영역에서 중학교 2학년까지의 교육과정상 다루지 않는 주제가 많았다. 화학 성취도에 영향을 미치는 주된 요인은 교육과정에 따른 학생들의 학습 경험이었다. 이에 대한 교육학적 함의를 논의하였다.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.231-253
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• 2009

This paper investigated the views of effective mathematics instruction on the part of teachers. The study was carried out a survey with 223 elementary school teachers in Korea. The questionnaire consisted of the following 4 main categories with a total of 48 factors: (a) the curriculum and content, (b) teaching and learning, (c) classroom environment and atmosphere, and (d) assessment. Some ideas teachers revealed about what would enable good mathematics teaching coincided with previous research. Specifically, teachers agreed with the idea of consideration of students' individual differences or focus on concepts. However, there were differences with regard to the use of technology and the importance of learning environment, which have been emphasized in mathematics education literature. Considering that the teacher plays a key role in implementing good instruction, this paper emphasizes us to attend to teachers' perspectives in order to initiate good teaching at the actual classroom.

• School Mathematics
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• v.18 no.1
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• pp.175-191
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• 2016

In the elementary school mathematics textbook that has been revised in 2013, the instructional sequence for teaching addition and subtraction, which had remained unchanged for three decades since 1982, was finally changed in 2013. Particularly, the addition and subtraction of two-digit numbers without regrouping, such as 72+25=97 or 85-24=61, are taught earlier than the composing and decomposing of the number 10 using other numbers. This study examines the appropriacy and validity of these changes. However, the reason for these changes in the national curriculum or teacher's guide could not be determined. Further, several references emphasize the addition of two single-digit numbers, such as 7+8=15, and the subtraction of a single-digit number from a number between 11 and 19, such as 16-9=7, as basic facts. In other countries' textbooks, the teaching of addition and subtraction up to the number 20 is prioritized before teaching the addition and subtraction of two-digit numbers without regrouping. The results of this study indicate that these changes in the instructional sequence in the textbook that was revised in 2013 need to be reconsidered.

• Journal of Educational Research in Mathematics
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• v.16 no.4
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• pp.313-326
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• 2006

본 연구는 중학교 2학년 141명의 학생을 대상으로 수학 창의성(Mathematical Creative Problem Solving Ability Test: KEDI, 1997)과 성격유형(Murphy-Meisgeier Type Indicator for Children: 심혜숙 김정택, 1993)과의 상관관계를 조사하였다. 자료 분석은 중학생의 성격 특성을 알아보기 위하여 유형별로 빈도와 백분율을 산출하였고, 성격유형에 따른 수학 창의성의 차이를 검증하기 위하여 평한, 표준편차, t-test, ANOVA와 Duncan 사후검증을 실시하였다. 본 연구 결과는 다음과 같다. 첫 번째, 일반 중학교 2학년과 비교해 볼 때, 선호지표에서 연구 집단의 중학생은 표준화집단(심혜숙 김정택, 1993)보다 I(2.7%), J(3.9%)가 높았다. 두 번째, 수학 창의성과 성격유형을 살펴본 결과, 기질적 측면에서 유창성, 융통성, 수학 창의성 전체에서 NF형이 SJ, SP형에 비해 의미 있게 높았고, SJ형도 SP형에 비해 의미 있게 높게 나타났다. 세 번째, 성격유형 중에서 어떤 요인이 중학교 2학년의 수학 창의성을 잘 예측해 주는지를 살펴본 결과, 직관(N), 내향(I)이 수학 창의성의 예인변인으로서 유의하였다. 이러한 결과와 관련하여 수학 창의성 검사도구 및 수학창의성 프로그램 개발 시 직관과 내향을 우선적으로 고려하여야 한다. 네 번째 NT와 {SP, SJ, NF}는 통계적으로 유의미하게 같은 수준의 집단이 아니므로 직관적사고형(NT)이 감각적 감정형(SF), 감각적 사고형(ST), 직관적 감정형(NF)과는 독립된 특별한 요인으로 보인다. 직관적사고형(NT)은 조사와 개념 학습이나 소크라테스식의 문답법적인 학습과 문제해결학습을 선호하고 독립심이 지지되는 분위기의 학급을 선호한다. 따라서 수학 창의성 증진과 관련된 교육과정이나 프로그램개발 시 조사와 개념 학습이나 소크라테스식의 문답법적인 학습과 문제해결학습을 우선적으로 고려하여야 할 것이다. 연구 결과와 관련하여 연구의 제한점과 후속연구를 위한 제언은 다음과 같다. 첫째, 연구대상이 특정지역의 중학교 2학년 학생이므로 연구결과를 우리나라 중학교 2학년으로 일반화시키는데는 무리가 있을 수 있다. 따라서 후속연구에서는 연구대상의 표집을 확대하여 볼 필요가 있다. 둘째, 수학 창의성과 성격유형간의 관계와 관련하여 수학 창의성과 성격유형의 각 하위 차원들 간에 적률 상관계수를 통해 상관관계를 분석해 보는 것이 필요하다. 셋째 직관과 내향 및 조사와 개념 학승이나 소크라테스식의 문답법적인 학습과 문제해결학습을 고려한 수학 창의성 프로그램이 개발할 필요가 있다.

• Journal of the Korean School Mathematics Society
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• v.22 no.2
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• pp.163-182
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• 2019

The purpose of this study is to investigate the effects of educational context variables on achievement and interest in mathematics in high and low achieving students in Korea. Students participated in TIMSS 2015 in Korea were divided into two groups according to their achievement in mathematics. And the effects of educational context variables on achievement and interest in mathematics were analyzed in each group using the Hierarchical Linear Model(HLM). Main findings of this study are as follows. First, variables which influence achievement also influence interest but any variables which influence interest don't influence achievement in upper-group students. Number of Books and Students' Perceived Mathematics Lessons have strong influence on achievement and interest in both fourth and eighth grade students. Second, variables which influence achievement or interest in mathematics in lower-group also influence achievement or interest in mathematics in upper-group students. But any variables which influence achievement or interest in upper-group students don't influence achievement or interest in lower-group students. For examples, Parents' Education, Students' Perceived Mathematics Lessons have effects on upper-group students' achievement. Number of Books, Home Learning Environment, and Numeracy Activities Before School have significant effects on the achievement of fourth grade students. Students' Perceived Mathematics Lessons is the variable that influence on the interest of both fourth grade and eighth grade students. This study suggests the ways to improve mathematics teaching and learning based on these results.

• Journal of Educational Research in Mathematics
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• v.15 no.2
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• pp.197-213
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• 2005

There are not a few mathematical terms used as the undefined terms in school mathematics. The purpose of this study is to investigate critically the undefined mathematical terms in elementary school mathematics textbooks of Korea. As the result, the following suggestions are proposed. Firstly, It is not proper to use the terms which mathematics curriculum does not allow to use in elementary school math as the undefined terms in elementary school mathematics textbooks. Secondly, everyday-based undefined terms must be defined in elementary school mathematics textbook if their mathematical meanings are different from their everyday-based meanings. Thirdly, we need to consider the consistency when we use the undefined terms in elementary school mathematics. Fourthly, undefined terms should be define newly when the contexts in which they are used are changed or expanded. Finally, in elementary school mathematics textbooks, it is needed to define some purely mathematical undefined terms that there is no evidence which shows students grasp well their meaning.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.505-525
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• 2021

In this study, we investigated how multiplication by 2-digit numbers had been taught in elementary mathematics textbooks of Korea, Japan, Singapore, and USA. As a result of analysis, we found as follows. Korean textbooks do not teach the multiplication by 10 and the multiplication by power of 10, but Japanese, Singapore, and US textbooks explicitly teach related content. In the '×tens' teaching, Japanese and American textbooks teach formally the law of association of multiplication applied in the process of calculating the partial product of multiplication. The standard multiplication algorithm generally followed a standard method of recording partial product result according to the law of distribution, but the differences were confirmed in the multiplication model, the teaching method of the law of distribution, and the notation of the last digit '0'. Based upon these results, we suggested some proposals for improving the multiplication teaching.

• Journal of Educational Research in Mathematics
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• v.14 no.3
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• pp.305-325
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• 2004

This study is on the teaching-learning of parameter concept in secondary school mathematics. In our school mathematics curriculum, parameter concept is explicitly presented at high school mathematics textbook. But student have difficulty in understanding parameter concept because this concept is implicitly used in the textbook from 7-grade mathematics. Moreover, it is true that mathematics teacher give a little attention to student's understanding of parameter con- cept. In this study, we analyzed concept definition of parameter and the extension of parameter on the basis of preceding research, our mathematical curriculum, mathematical dictionaries. After that, we concluded that parameter is explicitly called in t where x= f(t), y= g(t) and parameter is implicitly treated in the learning of relation between quantities in our mathematical curriculum. We pointed to the importance of parameter concept in the successful learning of school algebra. Specially, when the level of algebra is in the learning of relation between quantities, parameter is the key concept for understanding and representing of families of equations or functions. In mathematics class, students have opportunity to reflect that what the role of each variable(parameter, dependent variable, independent variable etc.) is, and where the information which determines it comes from. It is for mathematical communications as well as learning school algebra. Therefore, mathematics teacher's didactical attention is more needed to student have a good concept image of parameter before they learn explicitly its concept definition.