• School Mathematics
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• v.8 no.4
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• pp.397-415
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• 2006

This paper is to find out the reason why students often make mistakes with 0 during computation and to get some instructional implication. For this, history of 0 is reviewed and mathematics textbook and workbook are analyzed. History of 0 tells us that the ancients had almost the same problem with 0 as we have. So we can guess children's problems with 0 have a kind of epistemological obstacles. And textbook analysis tells us that there are some instructional problems with 0 in textbooks: method and time of introducing 0, method of introducing computational algorithms, implicit teaching of the number facts with 0, ignoring the problems which can give rise to errors with 0. Finally, As a reult of analysis of Japanese and German textbooks, three instructional implications are induced:(i) emphasis of role of 0 as a place holder in decimal numeration system (ii) explicit and systematic teaching of the process and product of calculation with 0 (iii) giving practice of problems which can give rise to errors with 0 for prevention of systematical errors with 0.

• School Mathematics
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• v.12 no.3
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• pp.353-370
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• 2010

The purpose of this study was threefold: (1) to select the components of spatial ability that could be associated with the implementation of a polycube task, embody the selected components of spatial ability as learning elements and develop the prototype of polycube teaching-learning materials applicable to gifted education, (2) to make a close analysis of the development process of the teaching-learning materials to ensure the applicability of the prototype, (3) to give some suggestions on the development of teaching-learning materials geared toward mathematically gifted classes. The findings of the study were as follows: As for the first purpose of the study, relevant literature was reviewed to make an accurate definition of spatial ability, on which there wasn't yet any clear-cut explanation, and to find out what made up spatial ability. After 13 components of spatial ability that were linked to a polycube task were selected, the prototype of teaching-learning materials for gifted education in mathematics was developed by including nine components in consideration of children's grade and level. Concerning the second purpose of the study, materials for teachers and students were separately developed based on the prototype, and the materials were modified and finalized in light of when selected students exerted their spatial ability well or didn't in case of utilizing the developed materials in class. And then the materials were finalized after being finetuned two times by regulating the learning type, sequence and degree of learning difficulty. Regarding the third purpose of the study, the polycube task performed in this study might not be generalizable, but there are seven suggestions on the development process of teaching-learning materials.

• School Mathematics
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• v.13 no.1
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• pp.65-88
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• 2011

Epistemological development process of the Fundamental Theorem of Calculus is considered in a history of mathematical notions and the genetic process of the Fundamental Theorem is arranged by the order of geometric, algebraic and formalization steps. Based on this, we studied students' episte- mological obstacles and error and analyzed the content of textbooks related the Fundamental Theorem of Calculus. Then, We developed the "Folding Back Model" of the fundamental theorem of calculus for students to lead meaningful faithfully. The Folding Back Model consists of "the Framework of thou- ght"(figure V-1) and "the Model of genetic understanding of concept"(figure V-2). The framework of thought in the Folding Back Model is included steps of pedagogical intervention which is used "the Monitoring working questions"(table V-3) by the mathematics teacher. The Folding Back Model is applied the Pirie-Kieren Theory(1991), history of mathematical notions and students' epistemological obstacles to practical use of instructional design. The Folding Back Model will contribute the professional development of mathematics teachers and improvement of thinking skills of students when they learn the Fundamental Theorem of Calculus.

• Journal of the Korean School Mathematics Society
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• v.25 no.3
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• pp.225-241
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• 2022

The purpose of this study is to analyze and present what aspects of the concept of function prospective mathematics secondary teachers emphasize when designing a class that introduces the concept of function using curriculum and textbooks. For this purpose, virtual instruction and reflections on virtual instruction were analyzed. The results are as follows. The prospective mathematics secondary teachers consider and introduce the concepts of function as correspondences and processes. Their conception of function was consistently observed during virtual instruction and reflections on virtual instruction. The prospective mathematics secondary teachers' conception of function was closely related to the form of expressing functions. These results provi e implications for prospective mathematics secondary teachers' education for introducing the concept of function based on the dependent relation between variables presented in the 2015 revision of the national mathematics curriculum.

• Proceedings of the Korean Society of Computer Information Conference
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• 2011.01a
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• pp.159-162
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• 2011

이 연구는 인지기제를 활용한 문제기반학습이 학습자의 학업성취도와 수학적 태도에 미치는 효과를 분석하였다. 우선 초등학교 수학과 학습에서 학습자들의 인지과정을 안내할 수 있는 문제기반학습 설계를 위해 문제기반학습 모형에 란다(N. Landa)의 인지기제 교수학습설계이론을 적용하여 인지기제 활용 문제기반학습 모형을 도출하였다. 그리고 초등학교 수학과 4학년 2학기 4개 단원의 8차시를 추출하여 문제를 개발하고 서울시 소재 'ㅈ' 초등학교 4학년 학생들 중 동질집단으로 확인된 2개 학급에 이 모형을 적용하였다. 연구 결과 인지기제 활용 문제기반학습을 적용한 실험집단과 적용하지 않은 통제집단 간 학업성취도 효과에 있어서 통계적으로 유의한 차이가 있었다. 또한 수학적 태도와 관련해서는 하위영역 중 수학에 대한 자아개념과 수학에 대한 태도 영역에서는 유의한 차이가 있었으나 수학에 대한 학습습관 영역에서는 유의한 차이를 보이지 않았다. 특히 세부영역별로 자신감, 흥미, 우월감, 주의집중, 목적의식, 자율학습에 있어서 유의한 차이를 보였으며, 학습기술 적용과 성취동기에 대해서는 유의한 차이가 없었다.

• Journal of the International Relations & Interdisciplinary Education
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• v.4 no.1
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• pp.85-111
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• 2024

Since the release of the 2000 PISA results, Finland's education has consistently been regarded as a competitor or benchmark for South Korea's educational system. However, recent indicators of division, opposition, and discontent within our educational sphere suggest a considerable departure from Finland's ethos of happiness in education. Against this backdrop, this study aims to analyze the trends in Finnish education-related research appearing in Korean academic journals. Utilizing network text analysis, we examined 160 papers indexed in RISS with titles containing "Finland" and "education". Key findings are as follows. Firstly, research on Finnish education has been steadily increasing, albeit showing recent signs of decline. Secondly, the majority of research topics were micro-level, with literature review-based methodologies predominating. Thirdly, a minority of researchers accounted for one-third of the total research output. Fourthly, countries compared with Finland predominantly included neoliberal states such as Japan, the United States, the United Kingdom, Australia, and Singapore. Fifthly, research themes and subjects primarily focused on primary and secondary education, particularly in domains such as mathematics and science, influenced by PISA. Future research on Finnish education should transcend localized and fragmented areas of inquiry, undertaking comprehensive investigations into the processes and history of Finland's happiness-oriented education. Such endeavors are essential for deriving insights crucial for our learning. Particularly, consideration should be given to moving beyond literature-based methodologies, fostering international collaborative discussions facilitated online, and linking the Finnish education community with educators, parents, students, local councils, and governmental stakeholders to collectively discuss and research.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.673-698
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• 2012

In this study, we suggest the standards for future mathematics classroom from environment, teachers, and students aspects. Future mathematics classroom should have the three environmental standards that perform responsible roles and appropriate functions of physical resources and classroom space. In the teacher standards' domain, we presented as a total of eight kinds. Concretely, we proposed the four standards for improvement of mathematical teacher's instructional expertise and the four standards for improvement of abilities of learners. The students standards consist of 4 domain a such as 3 standards of mathematical investigation and problem solving, 3 standards of cooperation and communication, 1 standard of utilization and operation of mathematical technologies and learning support systems, 2 standard of digital ethics and citizenship. Also, we developed the mathematical convergence instruction model and reported the results of its application after the lessons conducted in the classroom equipped with advanced environmental and technologies. We presented the convergence instruction model and scenarios focused on thoughts and actions of teachers and students in the future mathematics classroom.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.87-98
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• 2023

In this study, we investigated the change in science core competency perception of high school students and the reason for change when science inquiry classes were conducted using eight 'skills' of the 2015 revised science curriculum. Fifteen first-year high school students in Jeollanam-do participated in the science inquiry class of this study, and the class was conducted for 20 hours (5 hours a day for four days). The inquiry activities used in the class consisted of four activity stages (research problems, research methods, research results, and conclusions) and each stage was constructed to include at least one 'skill (Problem Recognition, Model Development and Use, Inquiry Design and Performance, Data Collection, Analysis and Interpretation, Mathematical Thinking and Computer Application, Conclusion and Evaluation, Evidence-based Discussion and Demonstration, and Communication)'. As a result of the study, students' perception of the five science core competencies increased statistically significantly at the significance level of 0.01 through inquiry classes and more than 93% of students recognized that their science core competencies improved through the classes. However, since the class of this study was conducted for a small number of students, it is difficult to generalize the effect of the class, and so it is necessary to conduct a quantitative study for many students.

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.561-582
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• 2013

Meanwhile, the meaning has been emphasized in mathematics. But the meaning of meaning had not been clearly defined and the meaning classification had not been reported. In this respect, the meaning was classified as expressive and cognitive. Furthermore, it was reclassified as mathematical situation and real situation. Based on this classification, we investigated how student recognizes the meaning when solving mathematical modeling problem. As a result, we found that the understanding of cognitive meaning in real situation is more difficult than that of the other meaning. And we knew that understanding the meaning in solving of equation, has more difficulty than in expression of equation. Thus, to help students understanding the meaning in the whole process of mathematical modeling, we have to connect real situation with mathematical situation. And this teaching method through unit and measurement, will be an alternative method for connecting real situation and mathematical situation.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.85-108
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• 2012

The comprehensive implication in justification activity that includes the proof in the elementary school level where the logical and formative verification is hard to come has to be instructed. Therefore, this study has set the following issues. First, what is the mathematical justification type shown in the Number and Operations, and Geometry? Second, what are the errors shown by students in the justification process? In order to solve these research issues, the test was implemented on 62 third grade elementary school students in D City and analyzed the mathematical justification type. The research result could be summarized as follows. First, in solving the justification type test for the number and operations, students evenly used the empirical justification type and the analytical justification type. Second, in the geometry, the ratio of the empirical justification was shown to be higher than the analytical justification, and it had a difference from the number and operations that evenly disclosed the ratio of the empirical justification and the analytical justification. And third, as a result of analyzing the errors of students occurring during the justification process, it was shown to show in the order of the error of omitting the problem solving process, error of concept and principle, error in understanding the questions, and technical error. Therefore, it is prudent to provide substantial justification experiences to students. And, since it is difficult to correct the erroneous concept and mistaken principle once it is accepted as familiar content that it is required to find out the principle accepted in error or mistake and re-instruct to correct it.