• Journal of Gifted/Talented Education
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• v.11 no.2
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• pp.107-126
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• 2001

This study is focused on the selection program of mathematical gifted children on the middle school. To fulfill this purpose, I consider the testing program using cyber system. If we use the cyber system, we can survey mathematical play(for example, puzzle) and several mathematical activity of gifted children. Cyber system will be help as a subsidiary selection tool.

• Communications of Mathematical Education
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• v.12
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• pp.125-139
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• 2001

올해부터 7차 수학 교과과정에서 중학 1학년 학생을 대상으로 7단계 수학이 시작되었다. 7차 수학교육은 단계형, 수준별 학습을 명시적으로 도입하였다. 교육과정은 수학교사의 교수학적 전문 능력을 요구하고 있다. 따라서 각 학교와 수학교사들은 7차 수학 교과과정을 수행하기 위하여 적절한 교수 방법 및 운용 계획 등을 찾고 있다. 수학 교과과정이 성공적인 모든 교실 수업으로 실현되기 위하여 교육과정, 교육 상황, 과제들을 살펴보았다. 중등수학 교육과정의 유연성 및 교수학적 측면을 이해하기 위한 배경과 과제를 소개한다.

• Journal for History of Mathematics
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• v.22 no.3
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• pp.207-254
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• 2009

We would like to give an introduction about Korean Tertiary Mathematics and curriculum in the early 20th centuryan Ttails like, when tertiary mathematics was introduced in Korea, who adiated it, and how it appeared in curriculum for college education were presented. From the late 19th century, the royal circle of the dynasty, officers, socd. Felites, intellectu. sculum in tand many foreatn my mionaries, who entered Korea, began to establish educational ulstitutions begulnearlfrom the nt80s. Kearl GoJongtannounced thescript for general education icentur. Most of the new schoo scadiated western mathematics as tcompulsory course in their curriculumiese introduced tertiary mathematics in most of the curriculumurse end curriculum in, lfrom nt85 to 1960. Since then, tertiary mathematics was tautit at most of the new private and public schools of each level and in colleges. We have investigated the history of Korean tertiary mathematics with its curriculum from 1895 to 1960.

• Proceedings of the Korean Statistical Society Conference
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• 2005.05a
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• pp.141-146
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• 2005

7차 교육과정(1997)의 도입으로 확률 및 통계단원이 중등 수학 교과과정에서 독자적인 영역을 확보하게 된 만큼 그 목적에 부합하면서 효율적이고 흥미를 유발시킬 수 있도록 교과교육 매체 개발에 투자를 해야 할 시기라고 본다. 교과교육 매체의 한 방법으로 Excel을 중학 교육과정에 나타난 통계교과내용을 지원하게끔 Excel의 기본 메뉴, 분석도구, 그리고 Visual Basic을 활용한 매크로 작성방법에 대하여 다루었다.

• Communications of Mathematical Education
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• v.19 no.2 s.22
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• pp.345-362
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• 2005

본 연구에서는 러시아에서 출판된 중등학교 수학교사용 보조자료인 교수학적 자료의 목적, 구조, 내용을 분석하여, 수학교사가 효율적인 수학 교수-학습을 구성하는데 도움을 줄 수 있는 참고도서의 내용 및 구성에 관련된 다양한 관점을 도출하였으며, 러시아의 구체적인 자료들을 제시하였다. 특히, 본 연구의 결과는 수학교과서의 교사용지도서 체제나 내용을 개선하고 새로운 수학교사용 참고도서를 개발하기 위한 기초자료가 될 것이다.

• School Mathematics
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• v.15 no.2
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• pp.443-457
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• 2013

This study investigated the perceptions of beginning teachers about teacher knowledge. Reflections and improvement of their class knowledge have been perceived as the most important factors by beginning teachers. In terms of utilization of actual classes, teacher knowledge, mathematical concepts and correlations such as connection linked to class contents and hierarchy have been used the most. Among the needed teachers knowledge, knowledge of student understanding and mathematics content knowledge was the most essential knowledge that could be mainly formed through classroom experience and teacher training program. On the other hand, knowledge about technology and assessment was not necessary or useful factor for beginning teachers. To facilitate formation of beginning teachers' knowledge, teacher introductory program, mentoring program, interactive relationship with teacher education institutes, curriculum improvement for teacher education institute and the development and dissemination of various teachers training program would be required.

• School Mathematics
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• v.5 no.3
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• pp.343-360
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• 2003

In this paper, we deal with the teaching of algebra based on patterns and generalization. The past algebra curriculum starts with letters(variables), algebraic expressions, and equations, but these formal approaching method has many difficulties in the school algebra. Therefore we insist the new algebraic approaches should be needed. In order to develop these instructions, we firstly investigate the relationship of patterns and algebra, the relationship of generalization and algebra, the steps of generalization from patterns and levels of difficulties. Next we look into the algebra instructions based arithmetic patterns, visual patterns and functional situations. We expect that these approaches help students learn algebra when they begin school algebra.

• School Mathematics
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• v.18 no.3
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• pp.711-731
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• 2016

The purpose of this study is to investigate how pre-service secondary mathematics teachers modify mathematical tasks from a textbook and learning opportunities they have during the task modification. In the pursuit of this purpose, tasks was selected from derivative units in a textbook and five pre-service teachers was asked to modify the tasks. The findings from analysis are as follows. First, the cognitive demands of modified tasks were maintained or higher than those of the originals. Pre-service teachers' tendency toward conceptual understanding of derivative seems to make the result. Second, task modification provided a lot of learning opportunities for pre-service teachers. They tried to know intention of curriculum and textbook, realized the importance of predicting students' responses, and had opportunities for cooperation and reflective thinking.

• Journal of Educational Research in Mathematics
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• v.23 no.3
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• pp.353-371
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• 2013

The purpose of this study is to investigate preservice secondary teachers' understanding and modification capacity of tasks from mathematics textbooks. This study conducted a survey about how preservice teachers understand the features of mathematical tasks and how they would select and modify tasks appropriately from the curriculum and for lesson goals. The findings from the analysis suggest that the preservice teachers seem to recognize Procedures Without Connections tasks as the high-level tasks. Further, 43 percent of the total numbers appropriately selected the tasks from the curriculum and for lesson goals. Most of the preservice teachers appear to find it difficult to modify low-level tasks into high-level tasks.

• School Mathematics
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• v.10 no.2
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• pp.297-317
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• 2008

This study was designed to gain insight to adopt CAS into secondary level algebra education in Korea. Most inactive usage of calculators in math and most negative effects of calculators on their achievements of Korean students were shown in International studies such as TIMSS-R. A comparative study was carried out with consideration of mathematical backgrounds and technological environments. 8 Korean students and 26 US students in Grade 11 were participated in this study. Subjects' Problem solving process and their strategies of CAS usage in classical Box-problem with CAS were analyzed. CAS helped modeling by providing symbolic manipulation commands and graphs with students' mathematical knowledge. Results indicates that CAS requires shifts focus in algebraic contents: recognition of decimal & algebraic presentations of numbers; linking various presentations, etc. The extent of instrumentation effects on the selection of problem solving strategies among Korea and US students. Instrumentation