• School Mathematics
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• v.2 no.1
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• pp.283-310
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• 2000

• The Mathematical Education
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• v.34 no.2
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• pp.251-256
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• 1995

• Communications of Mathematical Education
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• v.3
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• pp.185-193
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• 1997

• Journal of the Korean School Mathematics Society
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• v.8 no.1
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• pp.55-75
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• 2005

As part of development research of a gender-neutral mathematics program, this paper provides a discussion of the fearures of the developed mathematics program. Based on the theory of feminist pedagogy and critical theories about women' ways of knowing, this mathematics program for girls pursues the mathematical empowerment of girls. Specifically, this mathematics program facilitates girls' awareness of their mathematical potentials, encourage them to position women at a center of mathematics in order for th equity in mathematics education. For the purpose, this program emphasizes constructive learning through girls' active participation. Thus, the instructions will value girls' own cognitive resources such as their experiential knowledge and ways of mathematical justification and provide an environment to support the growth of girls' own mathematical potential. This developmental research will be furthered to the systematic program evaluation to extend this program to support the equity for the marginalized poppulations as well as girls in mathematics education.

• Journal of the Korean School Mathematics Society
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• v.19 no.3
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• pp.217-238
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• 2016

The purpose of the study is to analyze the influence of the accomplishing pressure of teachers and parents on academic achievement in mathematics in accordance with the differences in the degree of intrinsic motivation in mathematics. The accomplishing pressure of teachers was meaningful on the academic achievement in mathematics in the analysis including the interaction of intrinsic motivation in mathematics. The students with high degree of intrinsic motivation were influenced in a negative manner. Meanwhile the students with middle or low degree of intrinsic motivation were influenced in a positive manner. The result implies that it is more important to consider the level of mathematical intrinsic motivation, when teachers accomplish an achievement pressure to improve academic achievement in mathematics. On the analysis including the interaction of intrinsic motivation of mathematics, the accomplishing pressure of parents showed positive effect in general on the academic achievement in mathematics. The students with high or middle degree of intrinsic motivation were highly influenced in a positive manner than the students with low degree of intrinsic motivation. The result implies the necessity of the implementation of continuous accomplishing pressure on students as the high degree of accomplishing pressure of parents leads to positive influence on the academic achievement in mathematics.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.361-379
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• 2011

The purposes of this research are to develop Engineering Mathematics materials using the relations between Engineering Mathematics contents and not only pre-study contents but also major contents and to find the effect of the mathematics study which is applying them for students majoring in electronics. To accomplish the goals, I made list of Engineering Mathematics contents which is necessary to study electronics. Based on the list, I researched relations between Engineering Mathematics contents and not only pre-study contents but also major contents. After research, I selected some subjects which are related each other, developed study materials and examined responses to the materials. Then I analysed the effects on study attitude after used developed materials in my class. As a result, the major contents which was described in the introduction of the materials helped students to be motivated to study Engineering Mathematics and Pre-study contents described before Engineering Mathematics contents helped them to concentrate on studying Engineering Mathematics. Also it showed that developed study materials were effective in increasing self-confidence which is one attitude in the subcategories for Mathematics study.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.631-655
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• 2015

Children's early mathematics education sets the tone for their later learning of mathematics. So the importance of early mathematics education has been emphasized day by day and there has been growing interest in it. The purpose of this study is to examine the possibility of including standards for kindergarten in mathematics curriculum and to select the specific content knowledge for designing mathematics curriculum focusing on continuity of kindergarten and first grade. To do this, continuity between kindergarten mathematics and the first grade mathematics were examined by investigating the five countries' mathematics curricula which include kindergarten level. Based on the results, the content standards of kindergarten mathematics were constituted in the categories of 'number and operation', 'geometry', 'measurement', 'pattern', and 'data and chance', following the some principles of selection. Finally, the implications for attainment of continuity between kindergarten and elementary mathematics were induced, containing the discussion of the methods for teaching and learning mathematics in the kindergarten level.

• School Mathematics
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• v.7 no.1
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• pp.55-75
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• 2005

Mathematical symbolizing is an important part of mathematics learning. But many students have difficulties m symbolizing mathematical ideas formally. If students had experiences inventing their own mathematical symbols and developing them to conventional ones natural way, i.e. learning mathematical symbols via expressive approaches, they could understand and use formal mathematical symbols meaningfully. These experiences are especially valuable for students who meet mathematical symbols for the first time. Hence, there are needs to investigate how early elementary school students can and should experience meaningful mathematical symbolizing. The purpose of this study was to analyze students' mathematical symbolizing processes and characteristics of theses. We carried out teaching experiments that promoted meaningful mathematical symbolizing among eight first graders. And then we analyzed students' symbolizing processes and characteristics of expressive approaches to mathematical symbols in early elementary students. As a result, we could places mathematical symbolizing processes developed in the teaching experiments under five categories. And we extracted and discussed several characteristics of early elementary students' meaningful mathematical symbolizing processes.

• Journal of the Korean School Mathematics Society
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• v.14 no.1
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• pp.65-84
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• 2011

The purpose of this research is to draw some implications for reducing gender differences in educational achievement of mathematics by inquiring those in mathematics-related attitudes. For this purpose, this article analyzed the gender difference in mathematics-related attitudes of the elementary, middle, and high school students. Also, mathematics-related attitudes according to achievement levels was analyzed. The findings of this study are as follows. Firstly, in the scores on mathematics-related attitudes, male students were significantly higher than those of female students. Secondly, in the evaluation of the subordinate factors of mathematics-related attitudes, gender differences were shown a little bit larger in the areas of interest and self confidence than in the area of perception of mathematics value regardless of grades. Thirdly, in all schools, the higher achievement level is, the higher the score of mathematics-related attitudes is. Lastly, gender differences on mathematics-related attitudes in advanced level group is bigger than those in other level groups.

• Communications of Mathematical Education
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• v.29 no.1
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• pp.19-33
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• 2015

Recently in major industrial areas, there has been a rapidly increasing demand for 'Computational Thinking', which is integrated with a computer's ability to think as a human world. Developed countries in the last 20 years naturally have been improving students' computational thinking as a way to solve math problems with CAS in the areas of mathematical reasoning, problem solving and communication. Also, textbooks reflected in the 2009 curriculum contain the applications of various CAS tools and focus on the improvement of 'Computational Thinking'. In this paper, we analyze the cases of mathematics education based on 'Computational Thinking' and discuss the mathematical content that uses the CAS tools including Sage for improving 'Computational Thinking'. Also, we show examples of programs based on 'Computational Thinking' for teaching Calculus in university.