• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.19-42
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• 2018

The purpose of this study is to analyze the tasks of 'dietary life' in the textbook developed according to the 2015 revised middle school 「Technology·Home economics」 education curriculum based on the multiple intelligence teaching and learning methods. To accomplish this purpose, 12 textbooks of middle school 「Technology·Home economics」 textbooks were titled "Nutrition and Dietary Behavior of Adolescents", "Planning and Choosing Meals", "Choosing Foods and Safe Cooking" except the questions, the tasks that the students can perform are analyzed based on the teaching and learning methods using multiple intelligences. Analysis methods were analyzed by using contents analysis method, focusing on learning activities, and sub-questions of activities were all included in each activity, and the process of preparing activities on a continuous line was grouped into one. Three people analyzed the activities and proceeded to revise and supplement the analysis standard through consultation. The other three researchers confirmed it. As a result of analyzing 12 kinds of textbooks, the number of activity tasks was 25~74 for each kind of textbooks, and the total number of activities was 527. According to the ratio of multiple intelligences, 35% of the tasks were using logical-mathematical intelligence, and 26.8% of linguistic intelligence, 23% of intrapersonal intelligence, 7.2% of interpersonal intelligence, 3.8% of spatial intelligence, bodily-kinesthetic(2.7%) and musical intelligence(1.5%). On the other hand, it was analyzed that there is no activity task using naturalist intelligence. Except to the naturalist intelligence, general intelligence was utilized. This indicates that the home economics curriculum is a convergence of the home economics curriculum in that it is a reorganization by extracting the contents and methods of other curriculum related to dietary life, is interpreted. This study is expected to provide a framework for various teaching and learning methods to activate students' participation classes and to provide an alternative to realize convergence education in home economics curriculum.

• School Mathematics
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• v.19 no.3
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• pp.423-441
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• 2017

New Zealand had reformed their national curriculum with competence and are applying the revised curriculum. As the 2015 revised national curriculum is clothed with competency-based curriculum, New Zealand may have important implications for the study of the Korean revised curriculum. In this study, we examine characteristics of the education system and the national curriculum in New Zealand. In addition, we analyze the standards into the New Zealand national curriculum in terms of 'curriculum connectivity' that is one of important curriculum criteria for improving the quality of education. For this, we look an overview of the relation between the New Zealand curriculum and NCEA, which is the core of the student-centered education system in New Zealand, and analyze the correspondence between the New Zealand curriculum and the Korean curriculum. And we establish analysis framework of curriculum connectivity based on these comparison analysis contents, and analyze Korean mathematics standards with corresponding levels from among the New Zealand mathematics curriculum. According to the results of this study, the New Zealand curriculum includes the most of standards which Korean high school students who want to enter university of natural sciences of engineering need to require. In addition, the New Zealand curriculum highlights statistical research activities for developing problem-solving ability in real life. From perspective of curriculum connectivity, 'in-depth contents' adding on to repeating mathematical concepts or contents are included in the New Zealand curriculum.

• Education of Primary School Mathematics
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• v.20 no.3
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• pp.225-235
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• 2017

The study in this paper considers how elementary school students' interest in mathematics and STEAM literacy could be promoted by conjoining the learning of mathematics with the learning of drone topics. Survey instrument was developed to measure student attitudes toward mathematics and science subjects and to evaluate student beliefs on learning mathematics embedded in science topics. Data were collected from elementary school students by administering pre- and post-tests: students were intervened with examples of math problems embedded in certain science contexts. The findings indicate that elementary school students' experience of solving mathematics problems embedded in science contexts positively affects the promotion of their attitudes toward, beliefs on science subjects and science and engineering career path selection. We hope that the mathematics program using the drone will be used in the classroom for STEAM.

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.387-404
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• 2017

In this paper, in the last 4 years(2014~2017 school year), we classified the probability and statistical items based on the evaluation scope of the mathematics subject content knowledge which were presented by the Korea Institute for Curriculum and Evaluation, and the classified items were analyzed. As a result, First, in order to induce normalization of the probability and statistical curriculum, four assessment field should be evenly distributed. Second, integrated thinking and comprehensive analytical thinking assessment is required. Third, item an epilogue should be used to measure mathematical thinking and logical competence. Fourth, the ratio of the number of items in probability and statistics to the number of that was 7.7%~10.0%, and the ratio according to the item weighting was 5.0%~7.5%. Fifth, it maintains the policy of stabilizing a good the level of difficulty of the items. Finally, probability and statistical assessment should focus on measuring problem solving ability from an inductive point of view.

• Communications of Mathematical Education
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• v.37 no.2
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• pp.199-212
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• 2023

The purpose of this study is to find out whether there is a difference in achievement between blocked practice and interleaved practice according to the difference in domain and type of learning content in mathematics subject, and through this result, it is to confirm whether the effect of interleaved practice in mathematics learning is due to the 'Discriminative-contrast Hypothesis' or the 'Distributed-practice Hypothesis'. Although interleaved practice is more effective than blocked practice, previous studies have not shown consistent results regarding the cause. Therefore, in this study, 103 first-year middle school students were randomly assigned to blocked practice, interleaved practice, remote blocked practice, and remote interleaved practice groups had learning activities over 4 times. The results reveals that the effect of interleaved practice appeared in similar types in the same domain, but the effect of interleaved practice did not appear in different types in different domain. In addition, through this result, it was confirmed that the effect of interleaved practice was due to the 'Discriminative-contrast hypothesis' rather than the 'Distributed-practice hypothesis'. Further research topics were suggested after the issues on the research method and the findings were discussed.

• The Journal of the Korea Contents Association
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• v.14 no.6
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• pp.499-512
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• 2014

Architecture is usually seen as a product of art and technology. However, most historical buildings also exemplify various sophisticated principles of mathematics. Outstanding examples of architecture around the world such as Seokguram, Daewoongjun of Bulguksa, Muryangsujeon of Buseoksa, and the Parthenon provide students with a great opportunity to study their underlying mathematical properties and principles. The activity of identifying and investigating such mathematical principles in historical buildings enables students to realize that mathematics is a practical subject, and thus provides justification for the study and importance of mathematics. For the purpose of this study historical architecture was reviewed with this in mind in order to develop STEAM education materials focused on elementary school mathematics. The result of this study is as follows: first of all, appropriate examples of historical architecture were selected on the basis of the 2009 revised curriculum's content and teaching goals. These involved chapters on 'proportion', 'symmetry', 'movement of figures', 'building blocks', and 'triangles'. Secondly, a meta-analysis was performed on the historical buildings that clearly illustrate mathematical principles. Thirdly, STEAM education materials focused on elementary mathematics using architectural examples were developed which made actual application in classrooms possible. And lastly, surveys of professional groups were conducted to verify whether the produced materials were suitable teaching resources.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.235-257
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• 2010

Contemporary belief is that the creative talented can create new knowledge and lead national development, so lots of countries in the world have interest in Gifted Education. As we well know, U.S.A., England, Russia, Germany, Australia, Israel, and Singapore enforce related laws in Gifted Education to offer Gifted Classes, and our government has also created an Improvement Act in January, 2000 and Enforcement Ordinance for Gifted Improvement Act was also announced in April, 2002. Through this initiation Gifted Education can be possible. Enforcement Ordinance was revised in October, 2008. The main purpose of this revision was to expand the opportunity of Gifted Education to students with special education needs. One of these programs is, the opportunity of Gifted Education to be offered to lots of the Gifted by establishing Special Classes at each school. Also, it is important that the quality of Gifted Education should be combined with the expansion of opportunity for the Gifted. Social opinion is that it will be reckless only to expand the opportunity for the Gifted Education, therefore, assessment on the Teaching and Learning Program for the Gifted is indispensible. In this study, 3 middle schools were selected for the Teaching and Learning Programs in mathematics. Each 1st Grade was reviewed and analyzed through comparative tables between Regular and Gifted Education Programs. Also reviewed was the content of what should be taught, and programs were evaluated on assessment standards which were revised and modified from the present teaching and learning programs in mathematics. Below, research issues were set up to assess the formation of content areas and appropriateness for Teaching and Learning Programs for the Gifted in mathematics. A. Is the formation of special class content areas complying with the 7th national curriculum? 1. Which content areas of regular curriculum is applied in this program? 2. Among Enrichment and Selection in Curriculum for the Gifted, which one is applied in this programs? 3. Are the content areas organized and performed properly? B. Are the Programs for the Gifted appropriate? 1. Are the Educational goals of the Programs aligned with that of Gifted Education in mathematics? 2. Does the content of each program reflect characteristics of mathematical Gifted students and express their mathematical talents? 3. Are Teaching and Learning models and methods diverse enough to express their talents? 4. Can the assessment on each program reflect the Learning goals and content, and enhance Gifted students' thinking ability? The conclusions are as follows: First, the best contents to be taught to the mathematical Gifted were found to be the Numeration, Arithmetic, Geometry, Measurement, Probability, Statistics, Letter and Expression. Also, Enrichment area and Selection area within the curriculum for the Gifted were offered in many ways so that their Giftedness could be fully enhanced. Second, the educational goals of Teaching and Learning Programs for the mathematical Gifted students were in accordance with the directions of mathematical education and philosophy. Also, it reflected that their research ability was successful in reaching the educational goals of improving creativity, thinking ability, problem-solving ability, all of which are required in the set curriculum. In order to accomplish the goals, visualization, symbolization, phasing and exploring strategies were used effectively. Many different of lecturing types, cooperative learning, discovery learning were applied to accomplish the Teaching and Learning model goals. For Teaching and Learning activities, various strategies and models were used to express the students' talents. These activities included experiments, exploration, application, estimation, guess, discussion (conjecture and refutation) reconsideration and so on. There were no mention to the students about evaluation and paper exams. While the program activities were being performed, educational goals and assessment methods were reflected, that is, products, performance assessment, and portfolio were mainly used rather than just paper assessment.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.323-339
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• 2011

The expansion of exponential law as the law of calculation of integer numbers can be a good material for the students to experience an extended configuration which is based on an algebraic principle of the performance of equivalent forms. While current textbooks described that exponential law can be expanded from natural number to integer, rational number and real number, most teachers force students to accept intuitively that the exponential law is valid although exponent is expanded into real number. However most teachers overlook explaining the value of exponent of rational number or exponent of irrational number so most students have a lot of questions whether this value is a rational number or a irrational number. Related to students' questions, most teacher said that it is out of the current curriculum and students will learn it after going to college instead of detailed answers. In this paper, we will present several examples and the values about irrational exponents of a positive rational and irrational exponents of a positive irrational number, and study the recognition and fallacy of would-be teachers about the cases of irrational exponents of a positive rational and irrational exponents of a positive irrational number at the expansion of exponential law.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.55-66
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• 2013

The purposes of this study were to examine major satisfaction and career decision level of Home Economics Education major college students, to investigate factors influencing on major satisfaction and career decision level, and to provide basic informations for career counseling. A survey was conducted to students majoring Home Economics Education at four universities, and students majoring Korean Language Education and Mathematics Education at one same university in Seoul from October to November, 2011. General satisfaction in major of Home Economics Edu. students was above average, but social perception satisfaction was low. The social perception satisfaction was lower for Home Economics edu. students than Korean Language edu. and Mathematics edu. students. There were significant differences in major satisfaction by university and class standing, but no significant difference by gender. Students showed the lowest value in Home Economics teacher as considering job, and most of students considered teacher and major unconcerned job. Students considering major concerned job showed higher major satisfaction compared to students considering major unconcerned job. Career decision level was medium and there were not significant differences in career decision level by major, university, class standing, gender, considering job. Career decision level was affected positively by only general satisfaction in major.

• Archives of design research
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• v.12 no.4
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• pp.191-200
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• 1999

Improving the design ability of idea developing and creative problem solving should be started from the primary school. Design education in the primary school should be not education for design but education by design. It helps students can naturally understand the basic concept of design and experience the process of activities. Therefore primary educational circle use the term of 'Design-related activities', or 'Design-Based Education'. It can be applied to variable themes of mathematics, science, music, society as well as Art. On the Basis of these literature review, the traditional design education as a part of the art education is analyzed in two aspects of its contents and behaviors. The contents in design education involve aesthetic·symbolic, useful·functional, and scientific·technological area. And, the basic design behaviors are classified with 'know', 'perceive', 'inquire', and so on. This concept becomes the analytic frame of the present condition of design education in Korean primary school. Through the analysis, it is found that the portion of scientific·technological area in contents and 'inquire' related behaviors are relatively very low. Also, the planning and teaching methods for leading children's opportunity of creative expression are found inadequate. This study proposes the potential capability and the integrative contents of design education in primary school.