• Title/Summary/Keyword: 수학과교육과정

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Prospective Teachers' Perception of Mathematical Modeling in Elementary Class (수학적 모델링 수업에 대한 초등 교사의 인식)

  • Choi, Jisun
    • Journal of Educational Research in Mathematics
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    • v.27 no.2
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    • pp.313-328
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    • 2017
  • This study aims to identify prospective elementary school teachers' perception of mathematical modeling in elementary class. Forty elementary school teachers participated in this study. Each teacher analysed the previous case studies about mathematical modeling in elementary class, developed a hypothetical learning trajectory, applied the hypothetical learning trajectory to his/her class, reflected students' learning and his/her teaching, and made reflective journals. These journals contained teachers' perception of mathematical modeling and the difficulties that teachers experienced in teaching mathematics as mathematical modeling. These journals were analyzed to identify teachers' perception of mathematical modeling in elementary class. This study shows that teachers have common features of mathematical modeling but their perspectives are little bit different, are classified into four kinds. And the difficulties that teachers experienced in teaching mathematics as mathematical modeling are classified into 5 categories; Task, Students' cognitive demand, Teacher' monitering, All students' participation, and Classroom culture. At last, suggestions for mathematical modeling in elementary class are done according to the result of this study.

A Study on Teaching $0^0$ in High School Mathematics (고등학교 수학에서 $0^0$의 지도 방안)

  • Kim, Dong-Hwa;Hong, Woo-Chorl
    • Communications of Mathematical Education
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    • v.24 no.2
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    • pp.283-300
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    • 2010
  • It has been recognized for a long time that high school students have difficulty in properly interpreting the form $0^0$. The treatment of $0^0$ was still a subject of a slight controversy among mathematicians until relatively recently. Since the mathematics curriculum in high school does not provide the definite treatment of $0^0$, some students might be inclined to ask what the value of the form is. In this research, we review materials dealing with $0^0$ and analyze historically and mathematically the form, whose true meaning is an indeterminate form. We identify the reality of the mathematics education in high school by conducting simple surveys targeting some high school teachers and the students who graduated from high schools recently. Then we discuss, for teachers and pre-service teachers, how to teach the form $0^0$ in high school mathematics.

A Study on the Curriculum for Elementary and Middle School in Robot and Convergence Activity (초.중학교 로봇융합활동 교육과정에 관한 연구)

  • Park, Jung-Ho;Kim, Chul
    • Journal of The Korean Association of Information Education
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    • v.18 no.2
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    • pp.285-294
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    • 2014
  • Recently, research using robots as a learning tool has increasingly been conducted in K-12 education area. It has been known that hands-on robots give positive educational effect not only on science and mathematics, but on STEAM activity, and help improve the abilities necessary in the 21 century, such as critical thinking, creativity, communication skills, and team work. Despite many research achievements, there is still few research on robot based curriculum to improve the instrumental application of robots in the primary and secondary education fields. In other words, there is a lack of studies of systematic educational contents, educational methods and educational evaluation to increase the instrumental application according to schools and class years. Therefore, this study analyzed domestic and foreign robot based curriculums and relevant cases to develop 'robot' related educational programs in primary school and middle school, suggested the achievement objectives in the robot area as a sub category of the computer science curriculum which will be revised, and proposed teaching-learning method and evaluation method.

On the Attractive Teaching Method of mathematics Using Living Mathematics (생활수학을 활용한 효과적인 수학교육 방안)

  • Park, Hyung-Bin;Lee, Heon-Soo
    • Journal for History of Mathematics
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    • v.21 no.2
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    • pp.135-152
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    • 2008
  • In this paper, we survey the thought of students for the reason of the study of mathematics, for mathematics, for the textbook of mathematics and the attitude appling mathematical knowledge in the real life and analyze that. We have a correct understanding how to study mathematics and that motivates study of mathematics to students. Student have a correct understanding how to use basic knowledge of mathematical theory in the real life and have for the study of mathematics. In this article, we investigate the reason for studying mathematics in the real life and analyze the way how to use basic knowledge of mathematical theories through actual examples. The reasons for studying math are divided into 3 categories: mathematics for obtaining common sense and wisdom, practical mathematics for application, and mathematics as a liberal art for promoting our characters and recreation. We investigate the reasons for studying mathematics in each category. By theses results, we make the effectual educational method for mathematics and investigate the effect.

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Effects on equity in mathematics education: Multilevel analysis via the PISA 2015 (수학교육 형평성에 미치는 학교 영향: PISA 2015를 이용한 다수준 분석)

  • Hwang, Jihyun;Shin, Dong Hoon
    • The Mathematical Education
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    • v.60 no.4
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    • pp.451-466
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    • 2021
  • The interaction between student and school levels should be considered to understand and examine equity in education. For this reason, we included the socioeconomic composition of schools to scrutinize the equity related to students' socioeconomic status and mathematical literacy in Korea. We applied the hierarchical linear modeling approach to the Programme for International Student Assessment (PISA) 2015 data for binational comparison between Korea (5,548 students from 168 schools) and the U.S. (5,217 students from 161 schools). The findings show that school-level achievement and the socioeconomic composition of schools cannot be ignored to understand Korean students' achievement gap between high and low socioeconomic status. In addition, U.S. students from low socioeconomic status were likely to have similar mathematics literacy scores. These findings indicated that inequity in Korean mathematics education could be intertwined with the characteristics of Korean students like high demands for supplementary private education and school characteristics like curriculum selection. This research also reminds mathematics educators that people should not simply mimic other education systems to resolve education issues in their own system.

Student difficulties in constructed-response mathematics assessments: A case study of writing activities for low-performing first-year high school students (수학 서술형 평가의 어려움과 지도 방안: 고교 1학년 노력형 학생의 쓰기 활동 사례 연구)

  • Mihui Bae;Woong Lim
    • The Mathematical Education
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    • v.63 no.1
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    • pp.1-18
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    • 2024
  • This study aims to analyze low-performing high school students' difficulties in constructed response (CR) mathematics assessments and explore ways to use writing activities to support student learning. The participants took CR assessments, engaged in guided writing activities across 15 lessons, and provided responses to our interviews. The study identified 20 types of student difficulties, which were sorted into two main categories: "mathematical difficulties" and "CR difficulties." The difficult nature of mathematics as a school subject included a lack of understanding of mathematical concepts, students' difficulty with mathematical symbols and notations, and struggles with word problems. Challenges specific to CR assessments included students' difficulties arising from the testing conditions unlike those of multiple-choice items, and included issues related to constructing appropriate responses and psychological barriers. To address these challenges in CR assessments, the study conducted guided writing activities as an intervention, through which six themes were identified: (1) internalization of mathematical concepts, (2) mathematical thinking through relational understanding, (3) diverse problem-solving methods, (4) use of mathematical symbols, (5) reflective thinking, and (6) strategies to overcome psychological barriers.

Mathematics & coding mobile contents for secondary education (텍스트 코딩을 활용한 중등수학 모바일 콘텐츠 개발 연구)

  • Lee, Sang-Gu;Lee, Jae Hwa;Nam, Yun
    • Communications of Mathematical Education
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    • v.38 no.2
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    • pp.231-246
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    • 2024
  • In this paper, we present the development and a case study on 'Mathematics & Coding Mobile Contents' tailored for secondary education. These innovative resources aim to alleviate the burden of laborious calculations, enabling students to allocate more time to engage in discussions and visualize complex mathematical concepts. By integrating these contents into the curriculum, students can effectively meet the national standards for achievement in mathematics. They are empowered to develop their mathematical thinking skills through active engagement with the material. When properly integrated into secondary mathematics education, these resources not only facilitate attainment of national curriculum standards but also foster students' confidence in their mathematical abilities. Furthermore, they serve as valuable tools for nurturing both computational and mathematical thinking among students.

A Study on the Concept of Sample by a Historical Analysis (표본 개념에 대한 고찰: 역사적 분석을 중심으로)

  • Tak, Byungjoo;Ku, Na Young;Kang, Hyun-Young;Lee, Kyeong-Hwa
    • School Mathematics
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    • v.16 no.4
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    • pp.727-743
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    • 2014
  • The concepts of sample and sampling are central to the statistical thinking and foundations of the statistical literacy, so we need to be emphasized their importance in the statistics education. However, many researches which dealt with samples only analyze textbooks or students' responses. In this study, the concept of sample is addressed by a historical consideration which is one aspect of the didactical analysis. Moreover, developing concept of sample is analyzed from the preceding studies about the statistical literacy, considering the sample representativeness and the sampling variability. The results say that the historical process of developing the concept of sample can be divided into three step: understanding the sample representativeness; appearing the sample variance; recognizing the sampling variability. Above all, it is important to aware and control the sampling variability, but many related researches might not consider sample variability. Therefore, it implies that the awareness and control of sampling variability are needed to reflect to the teaching-learing of sample for developing the students' statistical literacy.

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A Design for Instructional Models to Use Calculators in Elementary School Mathematics (계산기를 활용한 초등학교 수학과 교수-학습 모형 개발)

  • Ahn Byung-gon;Kim Young-tae;Rim Hae-Kyung;Rew Keun-bong
    • Journal of Elementary Mathematics Education in Korea
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    • v.4 no.1
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    • pp.1-19
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    • 2000
  • This paper aims to enhance students' interest in the use of calculators in mathematics education and promote their use of calculators in real-life situations. Towards these ends, problem types and instructional models developed for the efficient utilization of calculators. The instructional models focus on teaching mathematics relying on the path through which expert teachers have gone through to gain relevant knowledge. By developing problem types and instructional models suitable for calculator use, We can contribute to a better attainment of instructional goals in mathematics education. The instructional models and problem types will aid teachers in making decisions about instructional development plan and basic features of instructional activities. The use of a new medium will also lead to increased interest and confidence in learning, thus contributing to the enhancement of students' ego.

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A review on the change of content and method of geometry in secondary school with a focus on the proportional relations of geometric figures (초.중등 수학 교과서에서 기하 양 사이의 비례관계의 전개 방식에 대한 역사적 분석)

  • Kwon Seok-Il;Hong Jin-Kon
    • Journal for History of Mathematics
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    • v.19 no.2
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    • pp.101-114
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    • 2006
  • The content and method of geometry taught in secondary school is rooted in 'Elements' by Euclid. On the other hand, however, there are differences between the content and structure of the current textbook and the 'Elements'. The gaps are resulted from attempts to develop the geometry education. Specially, the content and method for the proportional relations of geometric figures has been varied. In this study, we reviewed the changes of the proportional relations of geometric figures with pedagogical point of view. The conclusion that we came to is that the proportional relations in incommensurable case Is omitted in secondary school. Teacher's understanding about the proportional relations of geometric figures is needed for meaningful geometry education.

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