• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.75-92
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• 2019

The 2015 revised mathematics curriculum encourages students to use graphs in newspapers and the Internet as materials when teaching graphs, and to experience a series of statistical problem-solving processes that collect, classify, organize, graph and interpret data. The graphs that the students learn through traditional textbooks were a single type of graphs. In particular, the graphs of the 5th and 6th grade groups were only increased in numbers, but the basic concepts were repeated in the 3rd and 4th grades. Fortunately, from the 2009 revision curriculum, it is possible to select the graph suitable for the situation while comparing the characteristics of some graphs. In most cases, the graphs used in the real world are presented in the form of a compounded infographics. The purpose of this study is to analyze and analyze the manifestations of information processing competence elements emphasized in the 2015 revised curriculum through the statistical project class using the informal graphic in the fifth grade of elementary school. And we suggested a concrete class plan.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.339-356
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• 2010

It is important for children to develop statistical reasoning as they think through data. In particular, it is imperative to provide children instructional situations in which they are encouraged to consider variability in data because the ability to reason about variability is fundamental to the development of statistical reasoning. Many researchers argue that even highperforming mathematics students show low levels of statistical reasoning; interventions attending to pedagogical concerns about child ren's statistical reasoning are, thus, necessary. The purpose of this study was to investigate 15 gifted elementary students' various ways of understanding important statistical concepts, with particular attention given to 3 students' reasoning about data that emerged as they engaged in the process of generating and graphing data. Analysis revealed that in recognizing variability in a context involving data, mathematically gifted students did not show any difference from previous results with general students. The authors suggest that our current statistics education may not help elementary students understand variability in their development of statistical reasoning.

• School Mathematics
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• v.8 no.2
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• pp.139-160
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• 2006

It seems that North Korea has been trying to reorganize its educational system as well as its economic system on a large scale since July 1, 2002. There has been a decrease in quantity of math textbooks by about 30% decrease. Until the 1990's, geometry and algebra had been kept apart from each other in North Korea, but they are put together now. Moreover many changes have been made in both contents and methods of teaching. For example, an area model is used in North Korea to teach operation of fraction, which makes the learning period shorter. This idea will provide us with many implication when we need to ready for decreasing the quantities in the future. Moreover teaching methods of division algorithms need to be reconsidered since the visual algorithm of division could help save the thinking in problem solving.

• Journal of Educational Research in Mathematics
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• v.21 no.4
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• pp.379-398
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• 2011

In learning environment at mathematics education, prove and refute are essential abilities to demonstrate whether and why a statement is true or false. Learning proofs and counter examples within the domain of limit of sequence is important because preservice teacher encounter limit of sequence in many mathematics courses. Recently, a number of studies have showed evidence that pre service and students have problem with mathematical proofs but many research studies have focused on abilities to produce proofs and counter examples in domain of limit of sequence. The aim of this study is to contribute to research on preservice teachers' productions of proofs and counter examples, as participants showed difficulty in writing these proposition. More importantly, the analysis provides insight and understanding into the design of curriculum and instruction that may improve preservice teachers' learning in mathematics courses.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.525-547
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• 2015

This study analyzed the written texts of textbook and the teacher's discourse explaining 'the relationship between quadratic functions and quadratic equations' in the 9th grade high school mathematics class. Data consisted of the lecture recordings and the textbooks were analyzed based on the Halliday's systemic functional linguistics. According to the results, the written texts of the textbook used lexico-grammatical strategies such as generalization using hyponomy of meanings, mathematical objectification through nominalization and materialization of meaning through change in themes to compose mathematical concepts. The textbook generalized from an example in the description of formulating mathematical concepts, and in this process the organizational interactions of discourse-semantic level and lexico-grammartical level appeared. On the other hand, the teacher's doscourse appeared the change in transitivity and the addition of the reasons and the process. Also the teacher used explanation process of formulating the relationship between quadratic functions and quadratic equations. The linguistic characteristics of the teacher were linguistic implication and omission of lexemes due to contextual ommission. And there was no use of structural lexico-grammatical resources that influence the discourse-semantic level. This results provide a new framework for analyzing mathematical discourse, and suggest the lexico-grammatical strategies that can be used to explain mathematical concepts by teachers in math classrooms.

• Korean Journal of Child Studies
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• v.31 no.5
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• pp.63-77
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• 2010

This study was to investigate the differences of 'math talks' between concept-based storybook reading and context-based storybook reading activities. The teachers carried out storybook reading activities with their children using either four concept-based storybooks or four context-based storybooks. Fifty-six storybook reading activities from seven kindergarten classrooms were observed. The data were collected through participant observations and audio recordings. The transcriptions of 'math talks' during storybook reading activity were classified in terms of the levels of instructional conversation, types of mathematizing, and the mathematical processes involved. The results indicated that the 'math talks' during the concept-based storybook reading activity were higher than those of the context-based storybook reading activity in terms of both the instructional conversation and in quantifying and redescribing of mathematizing. However, the 'math talks' during the context-based storybook reading activity were higher than those of the concept-based storybook reading activity in connecting and reasoning of the mathematical processes involved. These findings suggest that early childhood teachers need to improve the level of instructional conversation during math storybook reading activities.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.15-37
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• 2015

As the value and importance of mathematical communication was recognized, mathematical communication in mathematics education has been strengthened more and more. Written communication as well as verbal communication is emphasized. On the other hand, storytelling is introduced for elementary students to learn mathematical concept more naturally and easily in the 2009 revised curriculum. So, we noticed that they are familiar with story. In this study, we analyze the story writing activity levels with a focus on story writing, and how to think about it. And we offer some suggestions about mathematical story writing activity.

• Journal of Educational Research in Mathematics
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• v.12 no.4
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• pp.493-508
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• 2002

The purpose of this study is to compare the preferences of the school mathematical terms of South Korea and those of North Korea by administering a survey for learners, inservice teachers, and pre-service teachers, to establish the criteria of desirable school mathematical terms, and to evaluate the school mathematical terms of South Korea and those of North Korea based on the criteria. According to the result of the survey, the preferred mathematical terms are different from one group to the other, yet the mathematical terms of South Korea are more preferred. In general, terms written in pure Korean and concise terms which are easily understandable are favored. To discuss about the criteria of desirable school mathematical terms, four perspectives were set up, 1) the semantic perspective and the regulatory perspective, 2) terms written in pure Korean and Chinese letters, 3) terms from everyday language and technical terms, and 4) the consistency. Six criteria were followed from the aforementioned four perspectives. Finally, various school mathematical terms of South and North Korea were reviewed in the angles of the four perspectives and the six criteria.

• Journal for History of Mathematics
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• v.18 no.2
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• pp.9-22
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• 2005

Natural numbers have not yet been studied adequately on the aspect of its historical development in spite of its mathematical and educational importance. This article studied the historical development of natural number concept, that is, its historical meaning in the mathematical development process and influence of cultural and social element in relation with way of understanding number. From these examinations, we identified some characteristics in the history of natural number concept.

• Journal of Educational Research in Mathematics
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• v.12 no.2
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• pp.213-228
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• 2002

We know that curriculum is, first of all, related to teaching materials, namely, contents. Therefore, when we think of mathematics curriculum, we must take account of characteristic of mathematics. Vygotsky has studied the development of scientific concepts and everyday concepts. According to Vygotsky, scientific concepts grow down through spontaneous concepts; spontaneous concepts grow upward through scientific concepts. And mathematics is a representative of subjects dealing with scientific or theoretical concept. Therefore, his study provides scientific basis for mathematics curriculum design. In this context, Davydov notes that everyday concepts are developed through empirical abstraction, while scientific concepts require a theoretical abstraction. And Davydov constructed the curriculum materials for the teaching of number concept. Davydov's curriculum is an example of reflecting Vygotsky' theoretical view and his view about the types of abstraction. In particular, it represents mathematical characteristic of a 'science' by introducing number concept through quantitative relationship and use of signs. In conclusion, stance mathematical concepts have scientific characteristic, mathematics curriculum reflects this characteristic.