• Communications of Mathematical Education
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• v.21 no.2 s.30
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• pp.125-152
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• 2007

When we teach mathematics in college, we find a lot of mistakes, fallacies and flaws in the solution of the students. In this paper, we presented a variety of examples of mistakes and fallacies, including wrong proofs, misinterpreted definitions and the mistaken use of theory. The examples, taken from different classes and subjects, are based on our own experience of teaching mathematics. As the previous research argued, such mistakes, fallacies and flaws should be considered as natural phenomena in the students' progress and should be analyzed systematically for the more effective education. By providing a wide-ranging examples of mistakes and fallacies, and detailed analyses of them, we emphasized the significance of the analysis of mistakes and fallacies and proposed that more careful attention should be paid on the collection and development of teaching materials in the area of mistake and fallacy analysis. We hope that this study would be a meaningful contribution to the teaching of mathematics in college.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.313-325
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• 2009

The purpose of this paper is to design a cyber mathematics mentoring system which is helpful for interactive mathematics mentoring among mentors and learners. We review theories about various technological tools that are related to students' interest, participation and motivation in the course of on-line and off-line activities, and we also research the effectiveness of such tools. Also we consider educational implications of the cyber mathematics mentoring system for pre-service teachers, in-service teachers, learners and mentors.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.905-926
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• 2015

This study examined differences among high, medium, and low achievers' motivation, self-regulation strategy, and learning style in an online gifted program. The sample included 788 middle and high school students who participated in the 3-months online gifted program. Participants volunteerly completed 60 questions on their motivation, self-regulation strategy use, and learning style. Multivariate analysis of variance(MANOVA) was conducted for data analysis using SPSS 19.0. The results of this study showed that (1) as levels of students' achievement increased, levels of intrinsic motivation increased as well; (2) statistically significant differences also existed on the levels of elaboration strategy, effort management, and time management strategy use among three levels of achievement and (3) no significant differences in students' learning style preference were found between competitive or cooperative learning style. To sum up, high achieving students' levels of intrinsic motivation, elaboration strategy, effort management strategy, and time management strategy use were the highest compared to medium and low achieving students.

• Communications of Mathematical Education
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• v.18 no.3 s.20
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• pp.209-226
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• 2004

본 연구는 이강섭 ${\cdot}$ 황동주 ${\cdot}$ 서종진(2003)의 개방형적인 접근의 수학 창의성 반응에 따라 수학적 자기효능감의 차이를 조사한 것이다. 수학적 자기효능감이 높다고 하더라도 독창성이나 창의성에서는 낮은 점수를 받은 학생이 있으며, 수학적 자기효능감이 낮은 학생일지라도 유창성에서는 높게 나타나는 경우가 있다. 그러므로 수학 창의성은 수학적 자기 효능감과는 다른 특별한 능력이고 수학 창의성 중에서 유창성은 아마 동기 능력과 관련이 있을 것이다. 본 연구에서는 수학 창의성 교수학습 방법을 개발하는데 있어 인지적인 요인뿐만 아니라 동기적인 요인도 포함하여 개발하여야 할 것이다.

• Journal of The Korean Association of Information Education
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• v.14 no.4
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• pp.537-545
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• 2010

The purpose of this paper is to develop mathematics learning contents for elementary school 3rd graders and to verify the educational effectiveness of contents developed. An ADDIE model was applied to develop mathematics learning contents based on storytelling for concept learning. After extracting 54 concepts from the mathematics curriculum, researchers designed strategies using concepts that were combined with context which is familiar to young students. Researchers implemented a survey and interview to students and teachers to verify the effectiveness of contents. As a result, the understanding, interest, concentration, and expectation of students toward the contents developed were very high, and teachers also mentioned that these contents could be very useful teaching materials for motivation.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.231-254
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• 2019

As the teacher-centered education is transformed into learning-centered education, the active knowledge construction of learner becomes important. Along with this change, project-based learning is receiving attention. However, there are many problems to apply the results of research to pre-service teachers because most of the previous studies have focused on elementary middle high school students. Therefore, this study examined the changes in perceptions of pre-service mathematics teachers while project-based learning progressed for one year. Pre-service mathematics teachers had less experience with project-based learning than group discussions, group activities. Also their perceptions was classified as five factors: 'Instructional effects', 'Application and participant of project-based learning', 'Achievement', 'Diffusion of project-based learning', 'Student motivation'. Pre-service mathematics teachers responded positive changes in perception that project-based learning could be motivated to students but they responded negative changes in perception that project-based learning could be distributed to school. They responded positive changes in perception that teachers can show their achievements by project-based learning but they responded negative change in perception that teachers would be fun to apply project-based learning. Also, they responded positive changes in perception that teachers and students were easy to apply or utilize project-based learning.

• Communications of Mathematical Education
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• v.35 no.3
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• pp.277-293
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• 2021

The purpose of this study was to find out how problem solving learning with open-ended mathematics problems for elementary school students affects their mathematical creativity and mathematical attitudes. To this end, 9 problem solving lessons with open-ended mathematics problems were conducted for 6th grade elementary school students in Seoul, The results were analyzed by using I-STATistics program to pre-and post- t-test. As a result of the study, problem solving learning with open-ended problems was effective in increasing mathematical creativity, especially in increasing flexibility and originality, which are sub-elements of creativity. In addition, problem solving learning with open-ended problems has helped improve mathematical attitudes and has been particularly effective in improving recognition needs and motivation among subfactors. In problem solving learning with open-ended problems, students were able to share various responses and expand their thoughts. Based on the results of the study, the researchers proposed that it is necessary to continue the development of quality materials and teacher training to utilize mathematical problem solving with open-ended problems at school sites.

• Korean Journal of Child Studies
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• v.33 no.2
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• pp.203-222
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• 2012

The purpose of this study was to examine the factors influencing their mathematical learning abilities and mathematical learning potential in an attempt to assist their learning at the preschool level. The findings of the study were as follows : First. the female children performed at a much higher level than their male counterparts in terms of mathematical learning ability and mathematical learning potential training. The young children generally improved in their mathematical learning abilities and mathematical learning potential with age. Second, it was found that the participants had higher levels of both mathematical learning ability and mathematical learning potential when their mathematical attitudes and learning motivation were better. Third, there were significant differences in terms training-test and transfer-test scores between the 4 groups based on their relative levels of mathematical abilities and attitudes.

• Communications of Mathematical Education
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• v.14
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• pp.405-425
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• 2001

수학적으로 생각하고 배우는 과정에서 의사소통의 역할은 지나치게 간과되었다(Greenes, & Schulman, 1996). NCTM에서 수학적 의사소통을 강조하고 있으나, 교실 수업 여건상 충분한 의사소통 경험을 가지기 어렵다. 그리고, 정보화 시대를 맞아, 교육에서도 ICT활용 교육이 일정 수준이상으로 의무화되었다. 또한, 인터넷을 활용한 웹기반교육이 확산됨에 따라, 효과적인 수학적 의사소통 방법이 요구된다. 따라서, ICT활용 수업 활동의 한 유형으로 웹토론을 고찰하고, 실시간 채팅 중심의 웹토론이 학생들의 수학 학습 과정에 관련된 태도에 영향을 주는지를 살펴보아야 한다. 그 결과, 즉각적인 상호작용이 이루어지는 실시간 웹토론이 학생들의 인터넷을 활용한 수학에 대한 태도 영역 중 학습동기 요인에 가장 효과적이었다. 또한, 실시간 토론을 경험한 학생들의 만족도는 매우 긍정적임을 실험을 통하여 확인할 수 있었다.

• Communications of Mathematical Education
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• v.8
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• pp.257-264
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• 1999

대학수학 수업을 효율적으로 진행하면서 수업 성취도를 높일 수 있는 방법을 찾기 위해 3년간의 현장 연구 결과: 1996 학년도 "대학수학 수업 실태의 조사 분석", 1997 학년도 "흥미 및 동기유발을 위한 대학수학 수업 자료와 평가", 1998 학년도 "대학수학 학업성취도에 영향을 미치는 요인 분석" 에 근거하여 새로운 대학수학 교재(1999. 2월 출판)와 실습교재 미분적분학을 위한 Mathematica 연습(1999. 2월 출판)을 만들고, 수업 진행을 협동학습과 수준별 학습에 바탕을 두어 한 학과 40명의 학생들을 5명씩 8개의 그룹으로 나누어 역할을 분담하도록 하여 수준에 맞는 수업을 진행하고 그에 따른 평가방법을 개발하여 시도해보고 이 수업 모델이 학생들에게 효과가 있었는지, 호응을 얻었는지에 대한 비교를 1999학년도 1학기 말에 SPSS/PC+프로그램을 이용하여 조사하려고 한다.