• School Mathematics
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• v.6 no.3
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• pp.251-266
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• 2004

The purpose of this study is to analyze the concept of correlation in statistics, secondary mathematics textbooks, foreign mathematics textbooks in point of didactic transposition theory. It is investigated that the relevance and alternative ways of introducing correlation concept without correlation coefficient. In addition, we compare five Korean secondary textbooks and find out characteristics on didactic transposition of correlation. We end pedagogical implications of the analyses presented and general conclusions concerning the didactic transposition of correlation.

• Journal of the Korea Society of Computer and Information
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• v.25 no.2
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• pp.241-250
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• 2020

In this paper, we propose a direction of teaching method for future generations. In order to suggest such the direction, teaching and learning materials that integrate coding activities and mathematical modeling were developed through top-down and bottom-up processes. Coding and engineering experts and mathematics education experts developed teaching and learning materials through councils (top-down courses) and applied them to 24 high school first graders based on student responses (bottom-up courses). Additionally, the developed curriculum helped students increase interest and motivation and realize conceptual understanding, problem posing, and problem solving in mathematics. On the basis of these results, it provided an idea about how to develop curriculum combining mathematical modeling with coding activities, needed for the fourth industrial revolution.

• Journal of the Korean School Mathematics Society
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• v.13 no.3
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• pp.381-395
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• 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 Educational Research in Mathematics
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• v.26 no.4
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• pp.663-682
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• 2016

This study conducted an analysis of strategies that the 3rd to 6th grade elementary students used when they were solving problems of comparing the size of the fractions with like and unlike denominators, and unit fractions. Although there were slight differences in the students' use of strategies according to the problem types, students were found to use the 'part-whole strategy', 'transforming strategy', and 'between fractions strategy' frequently. But 'pieces strategy', 'unit fraction strategy', 'within fraction strategy', and 'equivalent fraction strategy' were not used frequently. In regard to the strategy use that is appropriate to the problem condition, it was found that students needed to use the 'unit fraction strategy', and the 'within fraction strategy', whereas there were many errors in their use of the 'between fractions strategy'. Based on the results, the study attempted to provide pedagogical implications in teaching and learning for comparing the size of the fractions.

• The Mathematical Education
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• v.61 no.4
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• pp.631-651
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• 2022

It has been alerted that Korean students' mathematical affective achievement is very low. In order to solve this problem, various policies related to mathematical affective domains have been promoted, but it is necessary to examine various existing policies and explore the direction for improving them in more essential aspects. Based on previous studies that the growth mindset helps to increase students' affective achievement, this study focused on improving students' math-related growth mindset and ultimately exploring policies that can increase mathematical affective achievement. Therefore, the current status of mathematical affective achievement of Korean students was examined, and the policies and related cases in the mathematical affective domain were investigated. Based on the results, some keywords were derived and then the directions of policy for improving the math-related growth mindset and the affective achievement of students were suggested.

• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.567-584
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• 2013

In school mathematics, the concept of continuous functions has been intuitively taught. Many researches reported that many students identified the continuity of function with the connectedness of the graphs. Several researchers proposed some ideas which are enhancing the formal aspects of the definition as alternative. We analysed the historical developments of the concept of continuous functions and drew pedagogical implications for the intuitive teaching of continuous functions from the result of analysis.

• Research in Mathematical Education
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• v.7 no.3
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• pp.139-150
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• 2003

The purpose of this paper is to review the gifted education from a reflective perspective. Especially, this research touches upon the issues of selection process from a critical point of view. Most of the problems presented in the mathematics competition or in the programs for preparing such competitions share the similar characteristic: the circumstances that are given for questions are too artificial and complicated; problem solving processes are superficially and fragmentally related to mathematical knowledge; and the previous experience with the problem very much decides whether a student can solve the problem and the speed of problem solving. In contrast, the problems for selecting students for Gifted Education Center clearly show what the related mathematical knowledge is and what kind of mathematical thinking ability these problems intend to assess. Accordingly, the process of solving these problems can be considered an important criterion of a student's mathematical ability. In addition, these kinds of problems can encourage students to keep further interest, and can be used as tasks for mathematical investigation later. We hope that this paper will initiate further discussions on issues derived from the mathematically gifted student selection process.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.581-609
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• 2013

Students' learning processes and mathematical levels should be correctly diagnosed in many different methods of assessment to help students learn mathematics. The study developed the model for the process-based assessment while using manipulatives in the middle school in order to improve problem solving, reasoning and communication which are emphasized in 2009 reformed curriculum as the areas of mathematical process. Identifying the principles of assessment, we created the assessment model for each area and carried out a preliminary study. Based on this, we revised the representative items and the observation checklist and then conducted a main study. Through the results of assessment, we found that students' thinking processes were well presented in scoring rubric for their responses on each item. It meant that the purpose of the assessment as a criterion-referenced test was achieved.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.155-178
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• 2014

This study starts from the problem that although the solution premise the generality in algebra, a lot of students don't understand the generality of algebraic solution. We investigated this problem to understand cognitive characteristic of students. Moreover, we tried to find the elements which helping students understand the generality of algebraic solution. The purpose is to get the didactical implications. To do this, we had investigated the cognition of twenty middle school students for generality of solution. As result, 70 % of them didn't cognize the generality of solution. We had a personal interview with four students who showed a lack of sense of generality of algebraic solution. Putting into three action which we designed to help the change of their recognition, we observed and analyzed students cognizance change. Three action is the check of accordance for individual results, the check of solution accordance for different variables and the check of arbitrary variables. Based on the analysis, we discussed on the cognitive characteristic of students and the effect of three action. We finally discussed on the didactical implications to help students understand the generality of algebraic solution.

• Journal of Educational Research in Mathematics
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• v.13 no.3
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• pp.247-265
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• 2003

The purpose of this study is to analyze the essence of ratio concept from educational viewpoint. For this purpose, it was tried to examine contents and organizations of the recent teaching of ratio concept in elementary school text of Korea from ‘Syllabus Period’ to ‘the 7th Curriculum Period’ In these text most ratio problems were numerically and algorithmically approached. So the Wiskobas programme was introduced, in which the focal point was not on mathematics as a closed system but on the activity, on the process of mathematization and the subject ‘ratio’ was assigned an important place. There are some educational implications of this study which needs to be mentioned. First, the programme for developing proportional reasoning should be introduced early Many students have a substantial amount of prior knowledge of proportional reasoning. Second, conventional symbol and algorithmic method should be introduced after students have had the opportunity to go through many experiences in intuitive and conceptual way. Third, context problems and real-life situations should be required both to constitute and to apply ratio concept. While working on contort problems the students can develop proportional reasoning and understanding. Fourth, In order to assist student's learning process of ratio concept, visual models have to recommend to use.