• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.467-486
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• 2012

By identifying the state of adjustment regarding mathematical education for adolescents who escaped from North Korea and analyzing the relevant factors from multiple perspectives, this study is aimed at finding improvement methods for their math education adoptability. To fulfill such objective, this paper-reviewed the existing literature and research, conducted participatory observation, collected and analyzed survey research on math education adoptability for 43 students who are currently attending an alternative school for North Korean defectors. The results of this research are as follows: There is a serious pattern of maladjustment concerning math education of adolescents who defected from North Korea. The lack of basic skills in mathematical principles due to the gap in their studies results in poor academic performance, particularly in the advanced stages of learning. In the process of defection, environmental challenges, such as the loss of basic study skills which naturally results from the gap in their studies and differences in the educational curriculum between North and South Korea, are posing difficulties for these students.

• Journal of the Korean School Mathematics Society
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• v.18 no.2
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• pp.223-240
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• 2015

This paper deals with how to design and develop white-box based e-learning contents which are equipped with conceptual understanding and step-by-step computational procedures for studying vector calculus for science-engineering majors who might need supplementary mathematics learning. Noting that rewriting rules are often used in school mathematics for students' problem solving, the theoretical aspects of rewriting rules are reviewed for developing supplementary e-learning contents for them. The software design of step-by-step problem solving requires careful arrangement of rewriting rules and pattern matching techniques for white-box procedures using a computer algebra system such as Mathematica. Several modules for step-by-step problem solving as well as producing dynamic display of e-learning contents was coded by Mathematica in order to find the length of a curve in vector calculus after implementing several rules for differentiation and integration. The developed contents are equipped with diagnostic modules and immediate feedback for supplementary learning in terms of a tutorial. At the end, this paper indicates the strengths and features of the developed contents for college students who need to increase math learning capabilities, and suggests future research directions.

• School Mathematics
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• v.13 no.3
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• pp.385-404
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• 2011

Currently, reflective teaching has been actively studied in terms of teachers' professional development relating to classroom instruction. The present study looked at, using the method of a case study, the differences between a novice and an experienced elementary school mathematics teachers' beliefs demonstrated during their reflective teaching. The findings of the study show that at the intial stage of reflective teaching, the novice teacher identified few errors during class and was not enthusiastic about applying the results of her reflective teaching due to lack of confidence. By contrast, the experienced teacher identified more errors during class than the novice teacher and had fewer reflections due to a sense of confidence. As the teachers' engagement in reflective teaching increased with time, they both felt the need for advice from experts on mathematics teaching and directed their attention to interactions with their students away from teacher-centered instruction. Further, the novice teacher engaged in more teacher-student interactions than the experienced teacher, and the experienced teacher increased the frequency of teaching reflection. Based on the findings, the article suggests a number of implications for the cooperative reflective teaching between novice and experienced teachers and the improvement of classroom instruction.

• 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 of Information Education
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• v.22 no.3
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• pp.397-407
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• 2018

Augmented reality offers a great potential in teaching and learning through enhancing situated cognition and building indirect experience. However, existing systematic reviews are limited to studies conducted outside of Korea and fail to reflect the Korean trends. This study attempts to understand the augmented reality trends of educational research in Korea through a systematic review. The content types are also reviewed regarding situated learning. The results show that Korean studies tend to target preK-12 while many global research focus on K-16. In addition to Humanities & Arts and Science, Korean studies explored in special education. Concerning educational effects, numerous Korean studies investigated on individual learning and less focused on collaborative or situated learning. Moreover, many Korean studies used object-controlling contents. Lastly, challenges and suggestions for future research are addressed.

• Journal of the Korean School Mathematics Society
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• v.22 no.4
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• pp.501-520
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• 2019

This study compared and analyzed Korean, American, Singaporean, and Japanese middle school mathematics curriculum standards and the learning contents in statistics. Through a comparative analysis of the curriculums of these four countries, I found several overall features and differences between the curriculums. First, all four countries emphasized statistical education in a real-life context. Second, all four countries emphasized the use of technological tools. Third, there is a middle school grade in which only Korea does not deal with statistical domains. Fourth, the statistical areas of the United States, Singapore, and Japan focused on identifying trends or variability in data distribution. Fifth, I have found some contents that only Korea does not deal with. Based on this, the following recommendations were developed for the development of the next curriculum and new textbooks in Korea. First, the statistics curriculum should be changed from one that focuses on understanding statistical concepts to one that focuses on statistical activity that utilizes these concepts. Second, in terms of middle school statistical curriculum contents, the addition of interquartile range (IQR) and box plots as learning contents should be considered. IQR and box plots are simple and practical techniques for the comparison of multiple sets of data that can be easily learned and drawn by middle school level students and applied to real-life-related statistical data to expand statistical literacy. Through this study, it is suggested that IQR and box plots need to be included in the statistical curriculum of middle schools in Korea.

• The Mathematical Education
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• v.62 no.3
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• pp.381-400
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• 2023

As the era of solving various and complex problems in the real world using artificial intelligence and big data appears, problem-solving competencies that can solve realistic problems through a mathematical approach are required. In fact, the 2015 revised mathematics curriculum and the 2022 revised mathematics curriculum emphasize mathematical modeling as an activity and competency to solve real-world problems. However, the real-world problems presented in domestic and international textbooks have a high proportion of artificial problems that rarely occur in real-world. Accordingly, domestic and international countries are paying attention to the reality of mathematical modeling tasks and suggesting the need for authentic tasks that reflect students' daily lives. However, not only did previous studies focus on theoretical proposals for reality, but studies analyzing teachers' perceptions of reality and their competency to reflect reality in the task are insufficient. Accordingly, this study aims to analyze in-service mathematics teachers' perception of reality among the characteristics of tasks for mathematical modeling and the in-service mathematics teachers' competency for designing the mathematical modeling tasks. First of all, five criteria for satisfying the reality were established by analyzing literatures. Afterward, teacher training was conducted under the theme of mathematical modeling. Pre- and post-surveys for 41 in-service mathematics teachers who participated in the teacher training was conducted to confirm changes in perception of reality. The pre- and post- surveys provided a task that did not reflect reality, and in-service mathematics teachers determined whether the task given in surveys reflected reality and selected one reason for the judgment among five criteria for reality. Afterwards, frequency analysis was conducted by coding the results of the survey answered by in-service mathematics teachers in the pre- and post- survey, and frequencies were compared to confirm in-service mathematics teachers' perception changes on reality. In addition, the mathematical modeling tasks designed by in-service teachers were evaluated with the criteria for reality to confirm the teachers' competency for designing mathematical modeling tasks reflecting the reality. As a result, it was shown that in-service mathematics teachers changed from insufficient perception that only considers fragmentary criterion for reality to perceptions that consider all the five criteria of reality. In particular, as a result of analyzing the basis for judgment among in-service mathematics teachers whose judgment on reality was reversed in the pre- and post-survey, changes in the perception of in-service mathematics teachers was confirmed, who did not consider certain criteria as a criterion for reality in the pre-survey, but considered them as a criterion for reality in the post-survey. In addition, as a result of evaluating the tasks designed by in-service mathematics teachers for mathematical modeling, in-service mathematics teachers showed the competency to reflect reality in their tasks. However, among the five criteria for reality, the criterion for "situations that can occur in students' daily lives," "need to solve the task," and "require conclusions in a real-world situation" were relatively less reflected. In addition, it was found that the proportion of teachers with low task development competencies was higher in the teacher group who could not make the right judgment than in the teacher group who could make the right judgment on the reality of the task. Based on the results of these studies, this study provides implications for teacher education to enable mathematics teachers to apply mathematical modeling lesson in their classes.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.589-611
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• 2014

Since most people experience mathematics anxiety(MA), the research on mathematics anxiety has been the main theme in the research of mathematics education. The study of brain science related to MA has recently been begun due to the advent of apparatuses so this study might have revisited MA as time passed and aimed to obtain realistic implications for the future study. For this purpose, we analyzed previous studies how to measure MA and how to develop the intervention to reduce MA. As the result, the researchers based on brain science studied the relevance of specific parts of the brain according to the degree of MA using only simple computational tasks. The research for developing the MA scale has upgraded how to measure both the cognitive and affective domains with more efficient ways. The research on intervention for MA has developed the programs using systematic desensitization, clinical counseling, STAD teaching method, writing methods, etc. However, we realized that more specified and reliable studies to solve the MA must be done in the future.

• Journal of the Korean School Mathematics Society
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• v.22 no.2
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• pp.133-161
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• 2019

In this paper, we analyzed the case of supporting the mathematical modeling activities through the group creativity in everyday class of 9th grade. The details are as follows. First, through the theoretical review, the meaning of group creativity according to sociocultural perspective and the sociocultural characteristics of mathematical modeling were confirmed. Second, we experimented in a classroom consisting of 5 groups of 4 students, and conducted a case study focusing on a well developed group of group creativity. The results are as follows. First, group creativity with various types of interaction and creativity synergy was observed at each stage of mathematical modeling. According to the stag e of mathematical modeling and the type of interaction, different creative synergy was developed. Second, the developed group creativity supported each step of mathematical modeling. According to the stage of mathematical modeling and the type of interaction, group creativity supported mathematical modeling activities in different directions.

• School Mathematics
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• v.18 no.3
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• pp.625-645
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• 2016

This study clarified the big ideas related to teaching addition and subtraction of fractions with different denominators based on quantitative reasoning with unit and recursive partitioning. An analysis of this study urged us to re-consider the content related to the addition and subtraction of fraction. As such, this study analyzed textbooks and teachers' manuals developed from the fourth national mathematics curriculum to the most recent 2009 curriculum. In addition and subtraction of fractions with different denominators, it must be emphasized the followings: three-levels unit structure, fixed whole unit, necessity of common measure and recursive partitioning. An analysis of this study showed that textbooks and teachers' manuals dealt with the fact of maintaining a fixed whole unit only as being implicit. The textbooks described the reason why we need to create a common denominator in connection with the addition of similar fractions. The textbooks displayed a common denominator numerically rather than using a recursive partitioning method. Given this, it is difficult for students to connect the models and algorithms. Building on these results, this study is expected to suggest specific implications which may be taken into account in developing new instructional materials in process.