• Journal of Educational Research in Mathematics
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• v.16 no.3
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• pp.179-198
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• 2006

In This Paper, I call Johnson & Lakoff (1980; 1999)'s Experientialism or Experiential Realism or, Embodied Realism, Nunez(1995; 1997)'s Ecological Naturalism as Experientialism and try to investigate the possibility of their Experientialism to be a philosophy of mathematical education. This possibility is approached in the respect with the problem of objectivism and relativism. I analyzed the epistemological background of embodied cognition first and then mathematical epistemology of experientialism. Experientialism shares its Philosophical position partly with Dewey and Merleau-Ponty. Experientialists deny the traditional hypothesis of philosophy as such separability of subject and object, and of body and rationality and also They have better position of epistemology than that of Hamlyn, and of Social Constructivism. Therefore, They guarantee wider range of mathematical universality than Hamlyn and Social constructivist. I conclude that the possibility of Experientialism to be a philosophy of mathematical education depends on the success of its supporting the practical study on mathematics education.

• The Journal of the Korea Contents Association
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• v.17 no.10
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• pp.472-482
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• 2017

In this study, discrete mathematical items were classified into analytical items and mathematical items were analyzed on the basis of analytic framework items of mathematics and the past items of mathematics subject contents of the period 2011-2017 school year. First, the discrete mathematics evaluation areas and evaluation contents proposed by the Korea Institute for Curriculum and Evaluation should be evenly distributed. Second, the items of measuring metacognitive knowledge as a strategic knowledge on the use of cognitive methods should be given. Third, the ratio of the number of items in discrete mathematics to the number of that was 3.8%~6.8%, and the ratio according to the item weighting was 2.2%~6.3%. Fourth, it is analyzed that all the items are suitable for the evaluation goal and the pre-service math teachers who have faithfully implemented the curriculum have maintained the appropriate level of difficulty to solve. Finally, the content items such as the method of counting the discrete mathematics curriculum, the Recurrence Relation, the generation function, and the graph are matched with the teacher certification examination and the mathematics education curriculum of each teachers college. By these reasons, we conclude that the contribution of pre-service teachers to the motivation of learning is obtained and implications.

• East Asian mathematical journal
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• v.35 no.4
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• pp.451-465
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• 2019

Textbooks are official materials so that these are the most frequently used teaching materials in school. The teacher constructs the lesson based on the contents of the textbook to achieve the learning goal. Thus, textbooks play an important role because the quality of the contents in textbooks affects the cognitive level of students. This study investigates the cognitive domain based on Bloom's Taxonomy of Educational Objectives(knowledge, understanding, application, analysis, synthesis and evaluation) of 'Values and Expression' in the mathematics textbook of the first grade of middle school reflecting the 2015 revised mathematics curriculum. We also looked at cognitive levels based on Bloom's Taxonomy of Educational Objectives. As a result, it was found that understanding was dominant in 'Values and Expression'. Also, although the problem of requiring a higher level of cognition is increasing as the unit finishes, there are still a high percentage of low level of problems.

• School Mathematics
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• v.12 no.4
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• pp.507-530
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• 2010

The purpose of this study was to help teachers for their teaching practice by analyzing the excellent lesson videos. To analyze the lesson videos between teacher and students, the researchers classified excellent lesson classes into four types as 'Discourse type', 'Representation type', 'Operation type' and 'Complex type' by mathematical communication pattern and kept close watch each lesson videos. Mathematical communication of the best discourse type classroom was analyzed in terms of questioning, explaining, and the sources of mathematical ideas. As a result, the number of Discourse type classes was 6. Operation type classes were 16 owing to characteristic of elementary class. Representation type class was 1 and Complex type class was 1. The Classes excluding Operation type was more planned by teachers. Teachers need to know about mathematical communication accurately because they designed just 5 lesson plan considering mathematical communication of students and only one of the lessons has the intellectual purpose of communication. Furthermore teachers should reflect questioning for student-to-student in their lesson plan.

• The Mathematical Education
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• v.55 no.3
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• pp.357-382
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• 2016

The purpose of this study was to report the effects of self-directed and self-regulated learning programs on elementary, middle, and high school students through meta-analysis of previous studies. For this research, 22 of previous studies were selected which were all conducted in the country, and calculated the effect size of 'standardized change of the mean difference' for many factors included in each research. The findings were as follows: first, the overall effect sizes of self-directed and self-regulated learning programs on elementary, middle, and high school students were .665 and .702 in the affective and cognitive domain, respectively, meaning that the self-directed and self-regulated learning programs had average or greater effects on elementary, middle, and high school students and exerted somewhat greater effects in the cognitive domain. Second, when the areas of moderating effects were divided into self-directed and self-regulated learning, the former and latter had more influences on the cognitive and affective domains, respectively. Third, the elementary school level recorded a larger effect size both in the affective and cognitive domains than the secondary school level. Fourth, the findings show that the characteristics of affective domain, "reflective thinking" and "self-confidence," recorded a very large effect size both at the elementary and secondary school levels. Finally, the programs were more effective when the application period was one to four weeks in the affective domain and more than four weeks in the cognitive domain. And, Significance and implications of this research were discussed.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.221-246
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• 2011

One of the main purposes in prospective elementary teacher education is to prepare for teaching each subject matter. For this purpose, it is necessary to explore how prospective teachers may analyze elementary mathematics instruction and they perceive their analytic foci. This study probed in what ways prospective teachers analyzed elementary mathematics instruction using two video cases. The results of this study showed that prospective teachers focused mainly on instructional strategies, specifically with regard to whether such strategies would be adequate both for mathematical content to be taught and for students' characteristics. They also focused on the effective use of instructional materials as well as the case teacher's adequate feedback. Prospective teachers claimed to have analytic foci not only on the degree of attainment of instructional purposes but also on students' responses and interest. Given this result, this paper includes several issues related to help prospective teachers prepare for better teaching.

• Journal of the Korean School Mathematics Society
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• v.13 no.3
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• pp.459-483
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• 2010

This study aims to develop materials related to math education for the aged and to identify the effects of application as part of active measures to the aging society with its growing elderly population which is one of the greatest changes in our society. In this purpose, the necessity and objectives for development of materials of 'Silver Math' as education for the aged are explained. Developing and disseminating materials with a role as a program for intelligent needs and physical and spiritual health of the aged presents standards for development of more systemic and meaningful educational materials at this point of time when the importance of education of the aged increases to help the old enjoy qualitatively successful lives in later years in the perspective of lifelong education. Also it aims to present standards of contents and requirements in learning that are adequate and meaningful to old learners at the actual learning sites where education takes place only in terms of making good use of spare time while at the same time suggesting plans of teaching and learning as well as conditions for learning environment. Next, the effectiveness of 'Silver Math' are explored by applying developed materials to the aged. materials of 'Silver Math' for the aged with contents that are appropriate to the definitive and cognitive level of the aged are presented. The developed materials for mathematical activities are divided into 'computation of basic numbers' for those wishing to learn calculation and concepts of numbers, 'active math' that corresponds to definitive factors of old learners, facilitates leisure time through mathematical activities, and Improves communication abilities through cooperative learning among learners, and 'math with thinking power' to solve simple calculation problems by applying to various actual situations.

• Education of Primary School Mathematics
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• v.14 no.3
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• pp.237-259
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• 2011

Mathematics learning disabilities is a specific learning disorder affecting the normal acquisition of arithmetic and spatial skills. Reported prevalence rates range from 5 to 10 percent and show high rates of comorbid disabilities, such as dyslexia and ADHD. In this study, the characteristics and the causes of this disorder has been examined. The core cause of mathematics learning disabilities is not clear yet: it can come from general cognitive problems, or disorder of innate intuitive number module could be the cause. Recently, researchers try to subdivide mathematics learning disabilities as (1) semantic/memory type, (2) procedural/skill type, (3) visuospatial type, and (4) reasoning type. Each subtype is related to specific brain areas subserving mathematical cognition. Based on these findings, the author has performed a basic research to develop grade specific diagnostic tests: number processing test and math word problems for lower grades and comprehensive math knowledge tests for the upper grades. The results should help teachers to find out prior knowledge, specific weaknesses of students, and plan personalized intervention program. The author suggest diagnostic tests are organized into 6 components. They are number sense, conceptual knowledge, arithmetic facts retrieval, procedural skills, mathematical reasoning/word problem solving, and visuospatial perception tests. This grouping will also help the examiner to figure out the processing time for each component.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.591-614
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• 2023

For a long time, mathematics education institutions such as NCTM(National Council of Teachers of Mathematics) have emphasized the essential role of writing, and recent surveys by the Ministry of Education report a decline in foundational academic skills in the post-COVID19 period. The purpose of this study is to redefine the significance of mathematics writing in mathematics education, focusing on competencies highlighted in the field, particularly in the areas of problem-solving, communication, and reasoning. The research findings indicate that writing in problem-solving enhances cognitive organization, fostering the ability to grasp concepts and methods. Writing in communication builds confidence through the meta-cognitive process, and writing in inference allows self-awareness of step-by-step identification of areas lacking understanding. Particularly in the future society where artificial intelligence(AI) is utilized, changes in the learning environment necessitate research for the establishment of authenticity judgment through writing and the cultivation of a proper writing culture.

• Journal of The Korean Association of Information Education
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• v.15 no.4
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• pp.635-644
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• 2011

This research analyzed the brainwave activities and brain hemispherity to find out any implications to design the connections between the activities of the brain function and the computerized arithmetic addition in two difficulty levels: easy: 1-5 vs. hard: 6-9. Thus, in developing the brain based math learning for the computer education by implicit association test(IAT) indicated the significant results for the exclusive brain location and the brain hemispherity on the theta, alpha, low alpha, beta brainwaves by QEEG analysis. The results of this study physiologically supported the theoretical background for the computerized math learning skills as well as the math learning material development. It shows the difficulty levels of math information education and the brain activities on cognitive process of the learner continued on the possible investigation of the brain science.