• The Journal of Korean Association of Computer Education
• /
• v.14 no.4
• /
• pp.43-51
• /
• 2011

Recently, by the development of information technology, we can get various information from anywhere in real time. However, personal information is exposed to threats which may incur unwanted information leakage. Cryptography serves as a primary study to prevent this leakage. However, some theories of cryptography are based on complex mathematical theories which make many people confused. Therefore, in this paper, we develope a software which is helpful to understand RSA algorithm, which is widely used algorithm in digital signature to protect personal information.

• Journal of Educational Research in Mathematics
• /
• v.25 no.4
• /
• pp.657-673
• /
• 2015

In this study, we are interested in the teachers' MCK about '$N{\div}0$' and MPCK in relation to the proper ways to teach it. Even though '$N{\div}0$' is not on the current curriculum and textbooks of elementary school mathematics, a few students sometimes ask a question about it because the division of the form '$a{\div}b$' is dealt in whole number including 0. Teacher's obvious understanding and appropriate guidance based on students' levels can avoid students' error and have positive effects on their subsequent learning. Therefore, we developed an interview form to investigate teachers' MCK about '$N{\div}0$' and MPCK of the proper ways to teach it and carried out individual interviews with 30 elementary school teachers. The results of the analysis of these interviews reveal that some teachers do not have proper MCK about '$N{\div}0$' and many of them have no idea on how to teach their students who are asking about '$N{\div}0$'. Based on our discussion of the results, we suggest some didactical implications.

• Journal of the Korean School Mathematics Society
• /
• v.9 no.2
• /
• pp.229-248
• /
• 2006

In creative society, fluency in technology means the ability to reformulate knowledge, to express oneself creatively and appropriately, to produce and generate information in computer environment. Fluency in technology is essential for mathematics education with a point of constructivist view. In this paper, we study the meaning of fluency in technology, related to mathematics education. For this purpose, we suggest Papert's constructionism as a theoretical background and consider the principle of 'Learning through design' for fluency in technology. And we consider some principles for designing a mathematical microworld and implement a mathematical microworld for fluency in technology. With this microworld, we consider the after-school-program where students have participated a design activity.

• Communications of Mathematical Education
• /
• v.30 no.2
• /
• pp.225-249
• /
• 2016

This study focuses on enhancing expertise as a study advisor for mathematic teacher in field based on self-study method. By advising math study with students in school, the research was carried out 'process & content of mathematic study method advisement', 'process & content of the self-questioning by the math study adviser', and 'enhancing expertise as a math study counsellor by self-study method'. Overall process has been proceeded through preparation, experiment, result & analysis. Experiment has been done based on consultation modeling for academic high school which ran five times. During consultation, based on analysis & result, researcher has recorded 'self-questioning' report. This report is utilized for 'self-examination' for the researcher along the discussion with counselor for enhancing expertise as a study advisor. By above process, practitioner identifies each own's pros & cons as a mathematic study advisor and strengthens the skill while understanding the subject: student. by 'self-studying' method, advisor enhances its own expertise as a teacher with the achieving student and learns practical knowledge for a math study advisor.

• Education of Primary School Mathematics
• /
• v.27 no.2
• /
• pp.155-171
• /
• 2024

This study compared and analyzed students' reasoning processes and justification methods when introducing the concept of "the sum of angles in a triangle" in mathematics classes with a focus on both measurement and geometric aspects. To confirm this, the research was conducted in a 4th-grade class at H Elementary School in Suwon, Gyeonggi-do, South Korea. The conclusions drawn from this study are as follows. First, there is a significant difference when introducing "the sum of angles in a triangle" in mathematics classes from a measurement perspective compared to a geometric perspective. Second, justifying the statement "the sum of angles in a triangle is 180°" is more effective when explained through a measurement approach, such as "adding the sizes of the three angles gives 180°," rather than a geometric approach, such as "the sum of the angles forms a straight angle." Since elementary students understand mathematical knowledge through manipulative activities, the level of activity is connected to the quality of mathematics learning. Research on this reasoning process will serve as foundational material for approaching the concept of "the sum of angles in a triangle" within the "Geometry and Measurement" domain of the Revised 2022 curriculum.

• Journal of Educational Research in Mathematics
• /
• v.20 no.4
• /
• pp.511-528
• /
• 2010

Students' intuition in formal proof should be expressed as symbols according to the deductive process. The symbol will play a role of the mediation between the intuition and the formal proof. This study examined the evolution process of intuition mediated by the symbol in geometry proof. According to the results first, symbol took the great roles when students had the non-formed intuition for the proposition. The signification of symbols could explain even the proof process of the proposition with the non-expectable intuition. And when students proved it by symbols, not by figure nor words, they could evolute the conclusive intuition about the proposition.

• Journal of Gifted/Talented Education
• /
• v.25 no.6
• /
• pp.927-949
• /
• 2015

The purpose of this study was to find out the difference between importance and performance regarding perception of core competence of gifted education teachers through importance-performance analysis (IPA). One hundred fourteen elementary gifted education teachers including math and science participated in the study. The collected survey data was analyzed with IPA matrix. As the result, firstly, there was significant difference between importance and performance regarding perception of core competence of gifted education teachers. Secondly, core competencies of 'understanding knowledge', 'research and instruction', 'passion and motivation', and 'ethics' are high in both perceptions of importance and performance. However, both 'communication and practices' and 'professional curriculum development' are low. Thirdly, there was a difference in core competence of gifted education teachers between math and science at the competence of 'passion and motivation'. Math gifted education teachers perceived 'passion and motivation' high in both importance and performance while science gifted education teachers perceived its importance low and performance high. In addition, math gifted education teachers showed lower performance compared to its importance in the sub-categories; 'knowledge of gifted development', 'gifted child assessment', 'information gathering and its literacy', and 'creative answers to various questions'. However, science gifted education teachers showed lower performance compared to its importance in sub-categories; 'higher-order thinking skills in its subject', 'teaching methodology for self-directed learning', 'problem behavior of the gifted', and 'counseling the gifted'.

• Journal of the Korean School Mathematics Society
• /
• v.13 no.3
• /
• pp.381-395
• /
• 2010

The purpose of this paper is to examine the competence and the methods of problem solving in four operations word problems based on the informal knowledges by five-year-old children. The numbers which are contained in problems consist of the numbers bigger than 5 and smaller than 10. The subjects were 21 five-year-old children who didn't learn four operations. The interview with observation was used in this research. Researcher gave the various materials to children and permitted to use them for problem solving. And researcher read the word problems to children and children solved the problems. The results are as follows: five-year-old children have the competence of problem solving in four operations word problems. They used mental computation or counting all materials strategy in addition problem. The methods of problem solving were similar to that of addition in subtraction, multiplication and division, but the rate of success was different. Children performed poor1y in division word problems. According to this research, we know that kindergarten educators should be interested in children's informal knowledges of four operations including shapes, patterns, statistics and probability. For this, it is needed to developed the curriculum and programs for informal mathematical experiences.

• Journal of the Korean School Mathematics Society
• /
• v.20 no.2
• /
• pp.163-186
• /
• 2017

The purpose of this paper is to propose the policy change of teachers education in Korea with an analysis of America statistical literacy education. we found the difference of statistical literacy education between Korea and America with each nation's social and educational environment. We can get the need of new change for statistic teacher's education in Korea. We think of Mathematics teachers should know about the difference between statistics and mathematics at school mathematics. And they should know the new change thinking about teaching method and process assesment methods. Second, Teachers should focused on teaching of problem solving and statistical thinking ability based on data analysis than the teaching of probability and mathematical theory.

• Journal of Educational Research in Mathematics
• /
• v.16 no.4
• /
• pp.297-312
• /
• 2006

As research on the instruction method of the concept of irrational numbers, this thesis is theoretically based on the Freudenthal's Mathematising Instruction Theory and a conducted case study in order to find an introduction method of irrational numbers. The purpose of this research is to provide practical information about the instruction method ?f irrational numbers. For this, research questions have been chosen as follows: 1. What is the introducing method of irrational numbers based on the Freudenthal's Mathematising Instruction Theory? 2 What are the Characteristics of the teaming process shown in class using introducing instruction of irrational numbers based on the Freudenthal's Mathematising Instruction? For questions 1 and 2, we conducted literature review and case study respectively For the case study, we, as participant observers, videotaped and transcribed the course of classes, collected data such as reports of students' learning activities, information gathered through interviews, and field notes. The result was analyzed from three viewpoints such as the characteristics of problems, the application of mathematical means, and the development levels of irrational numbers concept.