• Communications of Mathematical Education
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• v.21 no.2 s.30
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• pp.177-197
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• 2007

This study analyzes the theoretical background concerning problem solving, mathematization and real-life problems. Further it examines how middle school mathematics teachers and high school students of first grade recognize the real-life problems provides in textbooks concerning the area of geometry. Following those results found from this analysis, this paper reveals the issues and problems that we noticed through the analysis of real-life problems from textbooks, level 8 and level 9, Also we suggest the application of them along with the development of real-life problems for students' uplifting problem solving skills.

• The Mathematical Education
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• v.60 no.4
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• pp.509-527
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• 2021

We investigated whether and how pre-service teachers took the realistic contexts seriously in the course of solving word problems; additionally, we investigated how pre-service teachers evaluated students' realistic and non-realistic answers to word problems. Many pre-service teachers, similar to students, solved some of the realistic problems unrealistically without taking the realistic contexts seriously. Besides, they evaluated students' non-realistic answers higher than the realistic answers. Whether the pre-service teachers could solve problems realistically or not, they did not appreciate students' realistic considerations for the reasons that those were not fitted to the intentions of the word problems, or those were evidence of the flaws of the problem. Furthermore, the analysis of premises implied in the pre-service teachers' evaluation comments showed the implicit didactic contracts about realistic word problem solving that they accepted and also anticipated students to follow. Our analysis of the pre-service teachers' conceptions of realistic word problems can help teacher educators design the teacher program to challenge and revise pre-service teachers' folk pedagogy.

• Education of Primary School Mathematics
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• v.25 no.3
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• pp.233-249
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• 2022

Measurement plays an important role in both school mathematics and real life. Among the measurement areas, length is the first to learn and is the basis for measurement. Time is measured in its own way and is characterized by being the most abstract. This study attempted to analyze elementary mathematics textbooks and representations in real life to examine how the length and time of learning in school mathematics differ from those represented in real life. Based on this, we tried to derive implications for the direction of measurement education and elementary math textbooks. As a result of the analysis, the concept of length was used the same in real life and school mathematics. However, terms such as distance, depth, and height were not defined, and the representation of the approximate value was presented in a fragmentary form. In addition, there were parts where students were likely to feel confused in school mathematics and real life, such as the same units such as 'minutes and seconds' were used in time. Therefore, considering these differences, it is necessary to consider the direction of composition of math textbooks and teaching and learning so that students can connect school mathematics and real life and understand widely about measurement concepts.

• Communications of Mathematical Education
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• v.14
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• pp.251-272
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• 2001

학생들은 변수의 개념을 실제 우리 실생활에서 많이 사용하고 있으면서도 실제 수학 수업에서는 상당히 어려워 한다. 변수의 교수-학습에서 수학화의 개념을 적용한 수업으로 학생들의 수학화가 이루어지는 과정, 정의적 측면의 변화와 실생활의 적용 여부에 대하여 조사하였다. 그 결과 학생들은 변수개념을 보다 쉽게 이해하고, 정의적 측면의 긍정적 변화와 실생활에서의 적용도 가능하다는 것을 확인 할 수 있었다.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.179-203
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• 2013

The purpose of this study was to discuss the example that developed geometry model textbook based on storytelling using real-life context. To achieve this purpose, we first elaborated the meaning of the textbook based on storytelling with real-life context, and then we discussed the outline of the story and the summary of each lesson. This study defined the storytelling textbook with real-life context as the textbook consisting of activities that explored and organized mathematical concepts by using real-life situations as materials of stories. The geometry textbook we developed employed two real-life materials, a map and a set square: we used a map for the coordinate geometry and a set square for the equation of a line. To attract students' interest, we introduced confrontation between a teacher and two students and a villain. We implemented experimentation with the textbook based on storytelling in order to verify its validity. The participants were 25 students that were enrolled in a high school in Seoul. Among them, 17 participants were surveyed. Students' answers from the survey questionnaire suggested that the geometry textbook we developed based on storytelling helped them learn mathematics and that the instruments such as a map and a set square helped them understand mathematical concepts. However, their opinion implied that the story of the textbook needed to be improved so that the story reflected more realistic contexts that were familiar with students.

• Education of Primary School Mathematics
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• v.25 no.2
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• pp.197-211
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• 2022

In this study, we tried to find a way to improve the pedagogical decision-making practices related to the presentation order of 'large number' and 'small number' in problem situations of subtraction of the natural number. For this purpose, the elementary school teachers' perception about problem situations in real-life context of subtraction of natural numbers was investigated, and the collected data were analyzed qualitatively and quantitatively to identify teachers' pedagogical perceptions. As a result of this study, it was confirmed the need for consideration on how to set up a problem situations in real-life context of subtraction so that students can develop their ability to solve various types of problems. To this end, not only in a problem situation of subtraction where you have to think of 'large number' first and 'small number' later, but also about the introduction of problem situations in real-life context of subtraction in which you think about 'small number' first and 'large number' later, which often appears in real-life. You will need to recognize the need. And you should have a pedagogical view on this. The results of this study will be able to contribute to the preparation of pedagogical method that can expand the understanding of various problem situations where subtraction is applied from the lower grades of elementary school.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.5 no.3
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• pp.291-299
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• 2015

With recent surge of attention to heating and air conditioning energy consumption, the need for evaluating performance of heating and air conditioning energy is also on the rise. This research aims to propose daily-life based evaluation method as an alternative to existing one, as well as to apply the method in real life to prove its validity. The results are as following. 1) I studied temperatures preferred by persons indoors and appropriate level of temperature, and the results show that properties of such persons such as age is directly linked with pleasantness of the room, but the issue lies with the fact that such properties are not considered in existing performance evaluation of heating and air conditioning. 2) Daily life based evaluation proposed herein reflects such properties of persons indoors. It controls heating / air conditioning devices installed in the test bed with the same size as a real life room to get quantitative and visual performances in our daily life as well as simple temperature information. 3) To verify validity of daily life based evaluation, I conducted different evaluation sessions with and without a blind and also based on ages of persons indoors. Results based on properties of persons showed difference of 77.6%, leading to effective analysis of energy consumption pattern by heating / air conditioning devices. This research takes significance in that it comes with a new performance evaluation method based on real life, and I gather that further studies are required to develop more multilateral performance evaluation in order to verify and improve technology for reduction of energy consumption.

• Journal of Educational Research in Mathematics
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• v.16 no.4
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• pp.273-295
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• 2006

It is the purpose of this study to help computational estimation study to settle down in effective teaching method through analysis how students are understanding computational estimation and what occurs using computational estimation in actual life problem situations. I set 3 cases to accomplish these purposes. (1) How students are understanding computational estimation? (2) How students' computational estimation ability is in applying actual life problem situation? (3) What is students' different attitudes in an actual life problem situation before studying computational estimation and after? To accomplish tile purpose, I chose 6 third grade students and taught 'Computational estimation using actual life problem situation' and analyzed students computational estimation processing. Then I arranged the computational estimation processing in an actual life problem situation and differences between the before and tile after. As a result, I obtained the followings. (1) Need of estimation: Every students could recognize the need of estimation with experiencing an actual life problem situation. (2) Choosing the order of decimals: Students could choose appropriate order of decimals according to an actual life problem situations. (3) Using strategy: They usually use rounding strategy and quite often use special number and compatible number strategy.

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.61-73
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• 2006

Studying functions is the fundamental that makes people understand complicate social events by using mathematical symbol system. But there are not enough program design and Teaching-learning strategy for mathematical-gifted student. So this research aim to design education program and teaching-learning strategy in functions area for mathematical-gifted student. 1 use real life-related problems to make students develop their problem-solving skill. And in this research I encourage students to study functions by grouping, discussion and presentation for self-directed teaming.

• Journal of the Korean School Mathematics Society
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• v.6 no.2
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• pp.117-126
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• 2003

In this article, we described students' conceptions of fraction, based on the mathematical learning theory of Skemp who contributed to the understanding of a mathematical conception in the real world problems. We analyzed students' responses to given three problems in order to examine a degree of the conceptual understanding in their responses. In conclusion, it suggests some instructional methods which facilitate students to understand the conceptions the fraction implies.