• Communications of Mathematical Education
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• v.34 no.4
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• pp.439-464
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• 2020

This study conducted a systematic review of mathematics teacher learning communities, especially the characteristics of teacher collaboration in community activities. Our review includes 14 research papers published in national academic journals indexed in KCI and 24 research papers in international academic journals indexed in SSCI from 2003 to 2019. Results show that the literature varied in research design, research topics, and patterns relating to teacher collaboration. While both international and national papers report teacher community activities concerning the organization, management, and participation, there were different levels of involvement, visions, and activities across the communities of practice. For example, research in national journals has presented teacher community as professional development while papers in international journals have focused on documenting teacher community becoming a reflective community of practice. This study contributes to understanding the interplay of context, conflicting epistemic culture, and professional agency in fostering collaboration in teacher communities. This paper also discusses relevant research methods to investigate mathematics teacher communities and insights into the policy and practice of mathematics teacher education.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.1
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• pp.93-114
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• 2018

The purpose of this study was to analyze mathematical the effects of problem posing activities on students' characteristics toward mathematics to encourage active learning. We will also examine various examples of the characteristics of the problems made by students with different mathematical characteristics. We chose one 6th grade group to conduct this research. From the results of this study, we obtained the following conclusions. First, problem posing activities are effective in improving students' mathematical interest and confidence, value recognition. Second, Students with different mathematical characteristics showed different results in problem posing activities. We confirmed the effectiveness of problem posing activities on students' positive characteristics of mathematics. In this regard, we were able to confirm examples of various problems that students made. In the future, we would like to propose generalization by conducting research on students of various school ages.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.3
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• pp.323-345
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• 2019

This study examines the introduction of fractions in the third grade mathematics textbooks focusing on stages of units coordination and suggests alternative activities to help students develop their understanding of fractions. As results, the sessions of introduction units in textbooks was well organized to allow students to construct more extensive fraction schemes (i.e., Part-whole fraction scheme → Partitive unit fraction scheme → Partitive fraction scheme). However, most of the activities in textbooks were related to stages 1 and 2 of units coordination. In particular, the operations and partitioning schemes (i.e., equi-partitioning and splitting schemes), which are key to the development of students' fraction knowledge, were not explicitly revealed. Fraction schemes also did not extend to the Iterative fraction scheme, which is central to the construction of improper fractions. Based on these results, this study is expected to provide implications for the introduction of fractions in textbooks focusing on stages of units coordination to teachers and textbook developers.

• Communications of Mathematical Education
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• v.14
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• pp.197-215
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• 2001

최근 수학적 사고력 연구가 구체적 수학내용에 기반한 활동과 조작에 대한 연구보다는 활동이나 조작을 통한 결과로 수학적 사고력에 접근하는 일회성 연구로 이루어지는 경향이 있다. 본고에서는 교육 내용을 선정하기 위해 학교수학에서 아동들이 어떤 수학적 사고를 하는데 장애을 겪는지에 주목하여, 이러한 장애를 극복하는 것을 통해 수학적 사고력의 신장을 생각해보고자 하였다. 이에 대수에서는 문자도입에 따른 추상적 상징의 수용과 이용부분에서, 기하에서는 논증기하의 증명도입과정에서 형식적, 연역적 사고 시작으로 아동이 수학적 사고에 어려움을 겪는다는 사살에 주목하였다. 특히 논증 기하의 연역적, 형식적 증명은 논리와 추론이 바탕이 되어야 한다. 그런데 논리와 추론은 고등학교 1학년과정 집합과 명제부분에 들어있어 아동은 논리와 추론에 대한 어떤 경험도, 교육도 받지 않은 상태에서 증명을 하게 된다. 이에 교육 내용으로 수학적 사고력을 신장을 위해 가장 필요한 내용이 논증 기하가 도입되기 이전에 초등학교 5,6학년 아동을 대상으로한 논리와 추론교육이라고 본다. 또한 교육 방법으로는 컴퓨터를 이용한 교육공학적 접근을 하고자 하였다. 교육공학적 접근이 적극 권장되는 교육적 현실과 정규교육과정에서 이를 받아들일만한 시간적 여유가 없음을 감안하여, 교과 내용과 연계된 컴퓨터 교육을 제안하는 바이다. 이에 논리 및 추론 교육은 컴퓨터 교육으로 초등학교의 특기적성 시간이나 정규수업 시간에 이용할 것을 제안한다. 논리와 추론교육을 위해 무엇을 어떻게 가르칠 것인가에 대한 답으로 논리와 추론교육에 적합한 수학적 내용으로 크게 이산수학과 중등 기하의 초등화하여 탐구하도록 하는 내용을, 교육 방법 측면에서는 논리와 추론 교육을 위한 LOGO 기반 마이크로월드를 설계, 이용하여 수학적 사고력을 신장시키고자 한다. 여기까지가 수학적 사고력을 위한 가능성을 모색한 것이라면 후속연구로 이러한 가능성을 실험연구로 검증하고자 한다.

• Journal of the Korean School Mathematics Society
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• v.18 no.2
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• pp.187-201
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• 2015

The purpose of this study was to examine the effects of using process-based writing poems in the elementary mathematics classrooms. For this study, we chose 128 elementary school students to examine their mathematical achievements and attitude towards mathematics when using process-centered writing poems in the elementary mathematics classrooms. Process-based mathematics and writing programs developed mainly on the geometry units were composed of four levels, idea generation, idea selection, use and idea organization grouped into similar sections in order to separate into two sections. The results of the practice of this study's problem can be summarized as follows. First, the process-based mathematics and writing activity of geometry had a positive impact on academic achievement in mathematics. Although there was not a significant difference in the fourth and fifth grades, significant differences in the fifth and sixth grade were found. Second, in regards to attitudes in mathematics, process-based mathematics and writing activities had a positive impact. In particular, the improvement of mathematical attitudes was evident in all grades. It confirmed the effective facilitation of interest and enjoyment towards learning mathematics by 4th, 5th and 6th graders who had undertaken these mathematics classes.

• The Mathematical Education
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• v.60 no.2
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• pp.173-190
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• 2021

Education for Sustainable Development is an imperative mean to achieve the sustainable development which is the key idea that meets the needs of both present and succeeding generations by reconciling environmental protection, social development and economic growth. This study addressed the following question. First, what is the overall structure of the ESD contents presented in the textbooks? Second, How are the sub-contents of ESD distributed in the textbooks? Lastly, How are the ESD contents connected to mathematics in the textbooks? For this purpose, the contents in the elemtentary mathematics textbooks from 1^st to 6^th grades were analyzed at both macro and micro levels through quantitative and qualitative research methods. As results, contents related to environmental, social, and economic dimensions were presented from the first grade. The contents were involved the mathematics content domains of Numbers and Operations, Data and Possibilities, and Patterns. However, the contents were presented intensively in middle and high grades, and environmental topics accounted for a high proportion. Among the activities related to ESD, many were focused on solving problems mathematically while some were presented to solve problems as well as to consider sustainability through the activities. Based on the results, the study aims to provide implications for the direction of mathematics education for sustainable development in elementary school.

• The Mathematical Education
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• v.58 no.4
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• pp.545-566
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• 2019

The purpose of this study is to show that research community activities can contribute to the professional development in respect of average concepts and mathematical creativity. In the community, activities were undertaken to transform the existing task into the task that contributes to the manifestation of creativity. In this process, researchers tried to connect the theory with the practice of the class, and the teacher acted as an active learner. The findings show that the teacher who had difficulty in teaching average could overcome difficulties, and also derived the way of task modification and strategies necessary for teaching average. The modified task induced improvements in students' achievement levels, which led to change in teachers' perspective on the relationship between mathematical creativity and learning. Research community activities have been shown to have contributed to improvements with regard to both teaching the average and promoting mathematical creativity.

• Communications of Mathematical Education
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• v.30 no.4
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• pp.453-468
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• 2016

This study is a result of experiment to recognize geometric and spacial conceptions for early childhood. This researcher had built up Mandala figures which was an intermediary between consciousness and unconsciousness, and then have studied about early childhood's geometric and spatial concepts by using Mandala figures. In this paper, authors have studied fractal art activities of early childhood as a follow-up study, since the structure of fractal art is similar to Mandala. As a result, three years old young children have significant correlation in four areas(figure perception, visual discrimination, position-in space perception and visual memory), but five years old young children have significant in three areas(figure perception, position-in space perception and visual memory). For five years old group, there is some difference between boys and girls, also they had described for their art activities like real models.

• School Mathematics
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• v.11 no.4
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• pp.665-683
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• 2009

The purpose of this study is to improve forward mathematics study by analyzing the effects of the teaching and learning process applied situation-based mathematical problem posing activity on problem solving ability and mathematical attitudes. For this purpose, the research questions were established as follows: 1. How the situation-based mathematical problem posing activity(WQA activity) changes the problem solving ability of students? 2. How the situation-based mathematical problem posing activity(WQA activity) changes the mathematical attitudes of students? The results of the study were as follows: (1) There was significant difference between experimental group and comparative group in problem solving ability. This means that situation-based mathematical problem posing activity was generally more effective in improving problem solving ability than general classroom-based instruction. (2) There was not significant difference between experimental group and comparative group in mathematical attitudes. But the experimental group's average scores of mathematical attitudes except mathematical confidence was higher than comparative group's ones. And there was significant difference in the mathematical adaptability. The results obtained in this study suggest that the situation-based mathematical problem posing activity can be used to improve the students' problem solving ability and mathematical attitudes

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.237-255
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• 2023

At a time when the textbooks publishing system is changing from government-administered to certified, it is necessary to analyze textbooks published in both systems. This study analyzed one government textbook and three certified textbooks on quadrilaterals based on the instructional components that must be taught in the area of 2-D shapes. As a result of the analysis, it was found that concept exploration was implemented appropriately, but classification activities were not presented in some lessons. In Defining Concepts, the definition of the concept was presented appropriately, but there were differences depending on the textbooks. In addition, it was found that there was little activity in talking about the components of shapes or shapes. In applying concepts, more diverse activities were presented in certified textbooks than in government textbooks. Knowing relationships are rarely presented in textbooks due to its influence on the curriculum. Based on the results of this analysis of quadrilaterals, this study provides textbook writers with implications on what to further consider is dealing with quadrilaterals.