• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.347-361
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• 2006

This research intends to understand classroom culture of gifted youths in secondary mathematics. For this purpose, we have observed ethnographically the mathematics classes of gifted youths for eight months at two Science Education Centers for Gifted Youths. We have collected qualitative data using the methods, participation observation, interviewing, video taping, recording, collecting assistant materials. And these data were closely connected and analyzed synthetically. From this, we found the followings; First, gifted youths in mathematics evaluate the academic abilities as the best standard for their friendship. Second, the gifted youths in secondary mathematics are under an obsession that they should act like gifted youths. Third, even though they know the merits of class type of inquiry and discussions, they didn't participate actively in those types of class. Forth, main differences of classes between Gifted Education Centers and general middle school come from the difference of class type, the roles of teachers and students.

• Communications of Mathematical Education
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• v.8
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• pp.165-177
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• 1999

1989년에 NCTM에서 Curriculum and Evaluation Standards for School Mathematics(이하 Standards)를 발간한 이래로 수학교육은 Standards의 정신에 많은 영향을 받아왔다. 90년대의 수학교육은 학생들의 수학적인 문해능력(literacy)의 중요성을 반영하여 학생들이 수학의 가치를 느끼도록 하며, 자신들의 수학적 능력에 대해서 확신을 가지게 하며, 수학적인 문제해결자가 되도록 하며, 수학적으로 의사소통하는 것을 학습하며, 수학적으로 추론하는 것을 학습함으로서 아동들에게 수학적인 힘을 길러주는데 중점을 두고 있다. 특히 수학적 의사소통능력은 학생들의 수학적인 힘을 기르는데 매우 중요하다. 아동들의 수학적인 의사소통 능력을 향상시키기 위해서 교사는 아동들이 상대방의 아이디어가 받아들일 만한 것인지에 대해서는 비판하고 토론을 하도록 하되 발표한 사람을 비난하는 일이 없도록 각 학급에서는 의사소통과 상호작용에서의 사회적인 규범과 사회-수학적인 규범이 형성되도록 해야 할 것이다. 이런 규범을 바탕으로 교사와 학생이 협력함으로써 서로의 아이디어에 대해 원활한 의사소통을 이룰 수 있다. 그래서 무엇보다 중요한 것은 문화공동체로서의 교실내에 의사소통을 촉진할 수 있는 규범을 형성하는 것이라고 할 수 있다. 이런 규범은 교사 혼자의 노력으로 이루어지는 것이 아니라 교실 구성원 전체의 상호작용에 의해서 장시간에 걸쳐서 형성된다고 할 수 있다.

• Communications of Mathematical Education
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• v.19 no.2 s.22
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• pp.453-469
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• 2005

기하는 수학의 기초를 이루는 중요한 영역이다. 그러나 기하교육을 위한 프로그램 설계와 교수전략에 대한 연구가 부족한 실정이다. 그러므로 현장의 수학교사들에 의한 프로그램개발과 동시에 프로그램과 지도방법을 통합하는 수학교사들의 지속적인 연구가 절실히 요구된다. 이에 본 연구는 영재의 특성들을 고려하고 교사 중심의 강의식 수업보다는 토론, 발표, 세미나에 적합한 프로그램을 구안해 보았다. 프로그램 설계의 내용적 면에서는 기하학의 한 방법인 해석기하학과 현재 고등학교에서 다루는 Euclid 초등기하의 한계를 넘어 공선(共線), 공점(共點)의 비계량적 개념의 사영기하학을 도입하였다. 그리고 프로그램을 운영하는 방법적인 면에서는 문제제시단계, 문제해결단계, 수학적 개념추출단계, 수학화 단계, 확장단계의 단계별 절차를 두었다. 이와 같은 수학영재교육 프로그램의 설계 및 교수전략의 목적은 수학영재들을 새로운 문제와 지식을 제안하고 생산하는 수학 창조자를 만들고자 하는데 있다.

• School Mathematics
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• v.19 no.1
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• pp.1-18
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• 2017

In this study we analyse the features of process of problem posing and explore the development of mathematical knowledge of primary preservice teachers as result of their engagement in problem posing activity. Data was collected through the preservice teachers' class discussions. Analysis of the data shows that preservice teachers developed their ability to understand connections among mathematical concepts.

• Communications of Mathematical Education
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• v.34 no.2
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• pp.69-117
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• 2020

This article is a review report on the middle school mathematics textbooks, based on "2015 Revision of National Curriculum". Considering future textbooks, this report is to keep a record of the review. In this report, I mainly discuss the mathematical aspects (but not educational or pedagogical aspects) of the textbooks. I sincerely hope that the content of this article is to be discussed and examined further by the society of mathematics education and the society of mathematics.

• School Mathematics
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• v.12 no.2
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• pp.151-176
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• 2010

This research aims to conduct the teaching experiment based on the constructivism to elementary preservice teachers and report on how they construct and develop the mathematical knowledge on ratio concept. Furthermore, this research aims to examine the significances and difficulties of "constructivist teaching experiment" which are conceived by elementary preservice teachers. As the results of this research, I identified the possibilities and limits of mathematical knowledge construction by elementary preservice teachers in the "constructivist teaching experiment". And the elementary preservice teachers pointed out the significances of "constructivist teaching experiment" such as the experience of prior thinking on the concept to be learned, the deep understanding on the concept, the active participation to the lesson, and the experience of learning process of elementary students. Also they pointed out the difficulties of "constructivist teaching experiment" such as the consumption of much time to carry out the constructivist teaching, the absence of direct feedbacks by teacher, and the adaption on the constructivist lesson.

• Education of Primary School Mathematics
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• v.18 no.2
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• pp.77-89
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• 2015

In this study, an 'Independent Study Checklist' for gifted mathematics students was developed and applied. The characteristics shown in the results after the 'Independent Study Checklist' was applied to mathematics gifted students were analysed. The checklist was divided into six phases of the independent study process and included checking contents at each stage. Observations, student interviews and results of the process of 'Independent Study' were collected and analysed to understand the characteristics of students' outcomes. The results from the application of the 'Independent Study Checklist' suggest the followings. First, the 'Independent Study Checklist' took the role of a self-check list to identify the process of the 'Independent Study'. Second, the check points of the 'Independent Study Checklist' presented the view of discussion to gifted students. Third, the 'Independent Study Checklist' was used as teaching material for teachers of gifted students. Fourth, 'Independent Study Checklist' was optionally used according student's study topics and method. Fifth, the checklist at each phase was continuously used during the whole process of 'Independent Study'. The teachers' interest and encouragement took the role of facilitating students' study process.

• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.1-17
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• 2003

Development and evaluation of distance learning for the gifted students in science and mathematics In this study, we developed and administrated the distance learning for the gifted students in science and mathematics, and analysed their responses. To do this, four types of teaching programs - lectures using program for distance learning, practice activities using simulation program, tasks solving programs based on discussions, and problem solving activities - were developed and students responses were analysed in eight area - stimulus, difficulties, structure, learning circumstances, involvement, interaction, learning outcomes, comparison with other learning -. As results, it was found that many students responded positively and thought programs helped their creativity, logical thinking, intelligent ability, and information searching ability. Students preferred practice activities based on appropriate guidances to lectures providing detailed explanations. And interaction could be stimulated by inducing discussion.

• School Mathematics
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• v.10 no.3
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• pp.463-487
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• 2008

The purpose of this study was to analyze teachers' pedagogical content knowledge on probability. Teachers' pedagogical content knowledge on probability was analyzed in detail into 2 categories: (a) subject matter knowledge, (b) knowledge of students' understanding and misunderstanding. The results showed, in terms of the subject matter knowledge, that the teachers have some probability misconception. And, it showed, in the point of the knowledge of students' understanding, they could not explain why students have difficulties to solve some tasks with regard to probability. This study raised several implications for teachers' professional development for effective mathematics instruction.

• School Mathematics
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• v.11 no.2
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• pp.317-333
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• 2009

The purpose of this study was to examine the thinking characteristics of mathematically gifted elementary school students in the process of modified prize-sharing problem solving and each student's thinking changes in the middle of discussion. To determine the relevance of the research task, 19 sixth graders enrolled in a local joint gifted class received instruction, and then 49 students took lessons. Out of them, 19 students attended a gifted education institution affiliated to local educational authorities, and 15 were in their fourth to sixth grades at a beginner's class in a science gifted education center affiliated to a university. 15 were in their fifth and sixth grades at an enrichment class in the same center. Two or three students who seemed to be highly attentive and express themselves clearly were selected from each group. Their behavioral and teaming characteristics were checked, and then an intensive observational case study was conducted with the help of an assistant researcher by videotaping their classes and having an interview. As a result of analyzing their thinking in the course of solving the modified prize-sharing problem, there were common denominators and differences among the student groups investigated, and each student was very distinctive in terms of problem-solving process and thinking level as well.