• The Mathematical Education
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• v.58 no.1
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• pp.41-54
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• 2019

The purpose of this study was to examine the effects of career identity on learning persistence and academic achievement, and mediating effect of utility value. To examine the effect of mediating role of utility value, we divided utility value into two types, utility value of daily matters and utility value of career. This study was conducted on 228 senior students in high school, to investigate relations among career identity, utility value, learning persistence and academic achievement in mathematics, by using the structural equation model. The results are as follows. First, career identity positively predicted learning persistence in mathematics. Second, career identity positively predicted the utility value of daily matters and career. Third, both type of utility value in mathematics positively predicted learning persistence in mathematics. Fourth, the utility value of daily matters and career, in mathematics subjects, showed differential predictability toward learning persistence and academic achievement. Both type of utility value in mathematics positively predicted learning persistence, but showed differential predictability toward learning academic achievement. Specifically, the utility value of daily matters in the near future did not predict the academic achievement, but the utility value of career in the distant future positively predicted the academic achievement. Fifth, the utility value was found to play a mediating role in the relationship between career identity and learning persistence. Based on the results of this study, implications for mathematics education were discussed.

• Journal of Educational Research in Mathematics
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• v.23 no.3
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• pp.373-388
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• 2013

This paper is to investigate how two elementary school teacher's belief mathematics as educational content, and teaching and learning mathematics as a part of educational methodology, and what the two teachers believe towards gifted children and their education, and what the classes demonstrate and its effects on the sociomathematical norms. To investigate this matter, the study has been conducted with two teachers who have long years of experience in teaching gifted children, but fall into different belief categories. The results of the study show that teacher A falls into the following category: the essentiality of mathematics as 'traditional', teaching mathematics as 'blended', and learning mathematics as 'traditional'. In addition, teacher A views mathematically gifted children as autonomous researchers with low achievement and believes that the teacher is a learning assistant. On the other hand, teacher B falls into the following category: the essentiality of mathematics as 'non-traditional', teaching mathematics as 'non-traditional, and learning mathematics as 'non-traditional.' Also, teacher B views mathematically gifted children as autonomous researchers with high achievement and believes that the teacher is a learning guide. In the teacher A's class for gifted elementary school students, problem solving rule and the answers were considered as important factors and sociomathematical norms that valued difficult arithmetic operation were demonstrated However, in the teacher B's class for gifted elementary school students, sociomathematical norms that valued the process of problem solving, mathematical explanations and justification more than the answers were demonstrated. Based on the results, the implications regarding the education of mathematically gifted students were investigated.

• School Mathematics
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• v.16 no.1
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• pp.1-17
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• 2014

Mathematical creativity in school mathematics is connected with problem solving. The purpose of this study was to analyse elementary students' the mathematical creativity using multiple solution tasks which required to solve a mathematical problem in different ways. For this research, I examined and analyzed the response to four multiple solution tasks according to the evaluation system of mathematical creativity which consisted of the factors of creativity(fluency, flexibility, originality). The finding showed that mathematical creativity was different between students with greater clarity. And mathematical creativity in tasks was different. So I questioned the possibility of analysis of students' the mathematical creativity in mathematical areas. According to the evaluation system of mathematical creativity of this research, mathematical creativity was proportional to the fluency. But the high fluency and flexibility was decreasing originality because it was easy for students to solve multiple solution tasks in the same ways. So, finding of this research can be considered to make the criterion in both originality in rare and mathematical aspects.

• School Mathematics
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• v.11 no.1
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• pp.187-206
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• 2009

This study considers the role of Mathematics as a language and the value of reading in the mathematics class. Linking mathematics instruction to literature has become popular in recent year for variety of reason. We want to illuminate the meaning of literature-based Mathematics. We suggest the viewpoint of how to appropriately select math-related literature. The focus of this study is to suggest how to use children's literature to effectively teach mathematics. Through attention to the mathematics in literature, we motivate students and provoke students' interest for mathematics. Children's literature, what is more, helps students connect mathematical ideas to their personal experience and realize that mathematics is a spontaneous and natural expression of human minds. Literature in mathematics class provides students advanced mathematical thinking for problem solving.

• Journal of the Korean School Mathematics Society
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• v.25 no.1
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• pp.79-104
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• 2022

It is very important to help students learn by examining how well students solve math problems. Therefore, in this study, four methods(error analysis by problem type, schematization analysis, area graph analysis, and broken line graph analysis) were constructed to analyze how the connectivity between concepts of middle school functions affects the problem solving results. The students' learning situation was visually expressed to enable intuitive understanding. This analysis method makes it easy to understand the evaluation results of students. It can help students learn by understanding their learning situation. It will be useful in mathematics teaching and learning as it can help students to monitor their own problems and make a self-directed learning plan.

• Communications of Mathematical Education
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• v.38 no.1
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• pp.1-26
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• 2024

As the limitations of professional development programs and individual attempts to improve teaching expertise have been reported, mathematics teachers have operated various types of teacher learning communities as alternative teacher professional programs. A teacher learning community can be considered a Community of Practice(CoP) in that it satisfies three factors of Cop, which are common purpose, mutual participation, and shared repertoire, so the 'learning' of a teacher community can be interpreted based on the theory of CoP. The purpose of this study is to investigate the process of identity development of five mathematics teachers who have been continuously involved in teacher communities. For this, the researcher collected data on the entire process of community activities through participant observation and conducted individual follow-up interviews to explore mathematics teachers' narratives and personal experiences. Results indicated that mathematics teachers experienced the development of practical knowledge related to mathematics teaching and learning, improvement of teaching practice through continuous reflection and introspection, and recognization the shared value of togethering through community immersion. Based on these experiences, implications for the effective operation of learning communities such as national support of teacher learning communities and horizontal and cooperative teacher norms were discussed, and follow-up research was proposed.

• Journal of the Korean School Mathematics Society
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• v.23 no.1
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• pp.1-23
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• 2020

The purpose of this study is to theorize the conceptualizations of educational interest focused on mathematics learning and to investigate the directions of increasing students' interest in mathematics. This study reconsiders the interest theory of Dewey, classification of situational interest and individual interest, and the experimental research of mathematical interest. The conceptions of educational interest on mathematics learning are as follows. First, mathematical interest refers to the total experiences that an individual feels the need to engage in mathematical objects. Second, making a distinction between situational interest and individual interest is effective in suggesting educational interventions in order to improve students' learning interest. Third, interest is characterized by affect, cognition, and value. According to the conceptions of educational interest on mathematics learning, this study suggests that we should develop or construct good mathematics tasks to increase students' interest in mathematics. Good mathematics tasks consider both students' understanding and students' affection and provide activity's goals or values to be noticed by students.

• Communications of Mathematical Education
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• v.9
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• pp.317-325
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• 1999

수식에 의한 컴퓨터 그래픽의 입력과 출력에 관한 프로그램의 개발은 수학의 역동화, 인간화, 보편화에 기여하고 있다. 현실적으로 해결해야할 문제와 수식에 의한 해답이 전부인 현재의 수학을 소프트웨어를 활용하여 그래픽 기능을 첨부하면 움직이는 수학을 가시화 할 수 있다. 컴퓨터 프로그램에 의한 수학의 실현은 수학자들 모두의 염원으로 전세계적으로 활발한 연구가 진행되고 이는 것이다. 수학의 원리와 응용성을 가미한 수학적 그래픽의 발전은 새로운 천년을 장식할 새로운 학문분야로 등장하고 있다. 기초과학의 여러 자료를 분석, 검토하여 그래픽으로 조립하는 작업은 수학적 그래픽의 힘으로 가능하며, 실험과 실습의 양상을 바꾸어 놓고 있다. 건축이나 토목 또는 전기전자 학과의 응용수학은 새로운 소프트웨어의 출현으로 컴퓨터 강의로 전환되고 있으며 수학 그 자체로 전산기능을 강화하는 방향으로 개편되고 있다. 수학 교과 내용의 전산 프로그램화와 컴퓨터 활용 수학 학습은 거부할 수 없는 시대적 요구이다. 이 연구에서는 새로운 천년의 시작은 컴퓨터 프로그램에 의한 완성된 그래픽의 연출이라는 시각에서 수식에 의한 컴퓨터 그래픽의 기본 방향을 제시하고 있다. 2차원 평면이나 3차원 공간에 이와 같은 다변수함수의 역할을 구현함으로써 다양한 그래픽을 영상화할 수 있다. 다중화면의 연출, 다단계화면의 조합, 다단계다중화면의 영상화 등은 수학에 의한 애니메이션의 기초가 된다. 평면도형의 기본동작을 화면에 구체화시키는 Table 기능을 실제로 구현한다. 연습과 실행 그리고 재구성을 반복하여 조형미를 갖춘 수학적 그래픽을 실현한다. 수학의 학습에 적용할 가치가 있는 학습조형물을 개발하고, 프로그램의 단순화에 노력한다. 미분기하학의 여러 공식을 이용하여 숨어 있는 그림을 표출하며 미분방정식의 해가 갖는 그래픽의 묘미를 형상화한다. 수식에 의하여 출력된 그래픽의 여러 효과를 응용수학에 활용할 수 있도록 재조립하는 과정을 걸쳐 완성하는데 이 연구의 참된 의미가 있다.

• Journal of Educational Research in Mathematics
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• v.13 no.1
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• pp.1-12
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• 2003

이 논문은 수학적 개념의 뜻과 과 중요성을 살펴본 다음, 연구자가 소속되어 있는 한국의 대학생과 연구자가 연구년 동안 강의한 바 있는 미국의 대학생이 갖고 있는 수학적 개념의 수준에 대하여 조사하여 보고, 그 차이점을 비교하여 수학교육의 개선을 위한 시사점을 찾아보고자 하였다. 본 연구는 수학적 개념을 수학적 지식의 구성, 수학적 지식의 구조, 수학적 지식의 현상, 수학을 행하기, 수학적 아이디어의 가치 인식, 구성으로서의 학습, 유용한 노력으로서의 수학으로 분류하고 각 개념에 대한 양국 학생들의 인식 정도를 설문조사 방식으로 조사하였다. 본 연구에서 한국 학생들은 수학적 개념에 대한 7개의 영역 중에서 '수학적 지시의 현상', '수학을 행하기'를 제외한 5개의 영역에서 더 높은 수준을 보였다. 앞으로 한국의 수학교육은 수학을 실제로 행하는 활동을 더욱 강조하여야 할 것이다.

• Communications of Mathematical Education
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• v.29 no.2
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• pp.215-239
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• 2015

A goal of this study is figuring out how fraction learning centered on various representation activities influences the fraction comprehension and mathematical attitudes. The study focused on 33 4th-grade students of B elementary school in Seoul. In the study, 15 fraction learning classes comprising enactive, iconic, and symbolic representations took place over 6 weeks. After the classes, the ratio of the students who achieved relational understanding increased and the students averagely recorded 90 pt or more on the fraction comprehension test I, II and III. Two-dependent samples t-test was conducted to analyze a significant difference in mathematical attitudes between pre-test and post-test. On the test result, there was the meaningful difference with 0.01 level of significance. To conclude, the fraction learning centered on various representation activities improves students' relational understanding and fraction understanding. In addition, the fraction learning centered on various representation activities gives positive influences on mathematical attitudes since it increases learning orientation, self-control, interests, value cognition, and self-confidence of the students and decreases fears of the students.