• School Mathematics
• /
• v.5 no.4
• /
• pp.541-553
• /
• 2003

The purposes of this study are to look into the changing processes of mathematical beliefs and attitudes of the students and to propose the plans how to manage cooperative learning, what can contribute to cognitive affective domains of mathematics learning in applying STAD-based cooperative loaming to mathematics class. So we, the researchers performed cooperative learning in the fifth grade of elementary school and did the exams of mathematical beliefs and attitudes, interviews, supplementary Questions. And students showed meaningful changes in 'the need of cooperative learning', 'critical thinking', 'the acceptance of thoughts of others'. Meanwhile, there were possibilities what all the members of one group can't recognize their errors in STAD, so we proposed 'Tongsinsa'. And we presented concrete methods how to reconstruct groups and somethings to consider when students are not satisfied with the group activities.

• Journal of Digital Contents Society
• /
• v.8 no.2
• /
• pp.235-243
• /
• 2007

Students develop mathematical concepts through concrete operations in the area of mathematics. However, most of the learning contents provided on the web are not interactive and limit interactions with learners. To overcome the limitations, there have been needs to develop learning contents to support active interactions with students according to their cognitive levels. In this study, the curriculum of numbers and number operations in elementary mathematics was analyzed. Based on the object-oriented design principle, "Number Classes" on numbers and number operations were designed and implemented. A class-based learning applet was developed with theses "Number Classes". It was developed in small unit programs based on learning themes of mathematics in elementary schools. With this learning applet, the active explorations through easy operations will help students to learn concepts and principles of numbers and number operations. It will strengthen active interactions of students with computer.

• Journal of the Korean Society for Library and Information Science
• /
• v.51 no.2
• /
• pp.5-22
• /
• 2017

The purpose of this study is to analyze the teaching and learning strategies included in the inquiry tasks of elementary moral textbooks with multiple intelligences (M.I), and to propose educational information services of teacher librarians. It was found that the tasks were mainly designed by the linguistic intelligence, logical & mathematical intelligence and spatial intelligence. In terms of the information literacy process, linguistic intelligence and spatial intelligence are mainly applied to the analysis-understanding stage. Logical & mathematical intelligence is applied to the stage of comprehensive-application and linguistic intelligence is applied to expression-delivery step. In order to cultivate the insufficient M.I in inquiry activities, teacher librarians should improve room and teaching materials of their school library and provide workbooks using the graphic organizer after analyzing the linkage of the inquiry tasks between the subjects.

• School Mathematics
• /
• v.9 no.2
• /
• pp.291-312
• /
• 2007

As a result of observing the 10-th grade text books on mathematics now in use which show the way of introducing complex numbers for the first time, it is easy to see all the text books on mathematics use a quadratic equation $x^2+1=0$ for a new number i. However, Since using the new number i is artificial, this make students get confused in understanding the way of introducing complex numbers. And students who have problems with the quadratic equation can also have difficulty in understanding complex numbers. On the other hand, by using a coordinate plane with ordered pairs and arrows, students can understand complex numbers better because the number system can be extended systematically through intuitive methods. The problem is that how to bring and use ordered pairs and arrows to introduce complex numbers in highschool mathematics. To solve this problem, in this study, We developed a systematic and visible learning contents which make it possible to study the process of the step-by-step extension of number system that will be applied through elementary and middle school curriculum and all the way up to the introduction of complex numbers. After having applied the developed learning contents to the teaching and learning procedure, we can know that the developed learning contents are more efficient than the contents used in the text books on mathematics now in use.

• The Mathematical Education
• /
• v.61 no.1
• /
• pp.157-178
• /
• 2022

Mathematics teachers' content knowledge is an important asset for effective teaching. To enhance this asset, teacher's knowledge is required to be diagnosed and developed. In this study, we employed problem-posing and problem-solving tasks to diagnose preservice teachers' understanding of fraction multiplication. We recruited 41 elementary preservice teachers who were taking elementary mathematics methods courses in Korea and the United States and gave the tasks in their final exam. The collected data was analyzed in terms of interpreting, understanding, model, and representing of fraction multiplication. The results of the study show that preservice teachers tended to interpret (fraction)×(fraction) more correctly than (whole number)×(fraction). Especially, all US preservice teachers reversed the meanings of the fraction multiplier as well as the whole number multiplicand. In addition, preservice teachers frequently used 'part of part' for posing problems and solving posed problems for (fraction)×(fraction) problems. While preservice teachers preferred to a area model to solve (fraction)×(fraction) problems, many Korean preservice teachers selected a length model for (whole number)×(fraction). Lastly, preservice teachers showed their ability to make a conceptual connection between their models and the process of fraction multiplication. This study provided specific implications for preservice teacher education in relation to the meaning of fraction multiplication, visual representations, and the purposes of using representations.

• Communications of Mathematical Education
• /
• v.37 no.3
• /
• pp.369-392
• /
• 2023

Equity in mathematics education focuses on the relationship between social inequality caused by factors including culture and race. Equity in mathematics education has recently been recognized as one of the important issues of mathematics education and may provide grounds for setting the new direction of mathematics education for the future society. However, research on mathematics education equity in South Korea is still insufficient. The purpose of the paper is to provide implications for mathematics education research by reviewing the the literature regarding mathematics education equity. Focusing on 195 previous studies, I analyzed the significance of discussions on mathematics education equity in mathematics education, the concept of mathematics education equity, and research questions. In addition, I divided the previous studies into five categories based on their research questions: mathematics teachers, mathematics curriculum, mathematics classrooms, mathematics assessment, and socio-cultural environments surrounding mathematics classrooms. The analysis of the study are expected to provide implications in terms of new research questions and methods to domestic mathematics education researchers.

• Journal of Elementary Mathematics Education in Korea
• /
• v.9 no.2
• /
• pp.181-200
• /
• 2005

The purpose of this thesis was to analyze communicational means of mathematical communication in perspective of languages and behaviors. Research questions were as follows; First, how are the characteristics of mathematical languages in communicating process of mathematical small group learning? Second, how are the characteristics of behaviors in communicating process of mathematical small group learning? The analyses of students' mathematical language were as follows; First, the ordinary language that students used was the demonstrative pronoun in general, mainly substituted for mathematical language. Second, students depended on verbal language rather than mathematical representation in case of mathematical communication. Third, quasi-mathematical language was mainly transformed in upper grade level than lower grade, and it was shown prominently in shape and measurement domain. Fourth, In mathematical communication, high level students used mathematical language more widely and initiatively than mid/low level students. Fifth, mathematical language use was very helpful and interactive regardless of the student's level. In addition, the analyses of students' behavior facts were as follows; First, students' behaviors for problem-solving were shown in the order of reading, understanding, planning, implementing, analyzing and verifying. While trials and errors, verifying is almost omitted. Second, in mathematical communication, while the flow of high/middle level students' behaviors was systematic and process-directed, that of low level students' behaviors was unconnected and product-directed.

• The Mathematical Education
• /
• v.62 no.1
• /
• pp.79-93
• /
• 2023

This study used metaphors as a analysis tool to investigate elementary school students' formation and development of angle concepts. For this purpose, the students were asked to write words associated with angle, right angle, acute angle and obtuse angle and to explain why. In case of angle and right angle, responses of 268 students from 3rd to 6th graders were analyzed and for acute angle and obtuse angle, those of 192 students from 4th to 6th graders were examined. As the results of categorizing the metaphors, they can be classified into categories such as; (1) qualitative aspects: 'things metaphor', 'personality metaphor', 'emotions metaphor' etc., (2) quantitative aspects: 'motions metaphor', 'changes metaphor', 'emotions metaphor' etc., and (3) relational aspects: 'shape relations metaphor.' The metaphoric expressions were prominent in 'qualitative aspects' associated with shapes. As for the other aspects, 'quantitative aspect'- the size of angles and the amount of spread and 'relational aspects' - elements of angle and relationship with another shapes, the frequency increses were shown to as grade levels were up. In case of right angle and acute angle, 'qualitative aspects' associated with shapes were outstanding and the frequency of the metaphoric expressions of obtuse angle was distributed similarly in three aspects. As the figure strand and the measurement strand are integrated to an strand in the 2022 revised curriculum, we need more discussion of multifaced aspects of angle and the learning sequences in the 'figure and measurement' strand.

• Journal of Educational Research in Mathematics
• /
• v.20 no.3
• /
• pp.397-411
• /
• 2010

In this paper, definitions of biyoul and value of bi in elementary mathematics in Korea are critically analysed. And identity of halpunri is reviewed. Regarding biyoul, it is suggested that the use of term 'biyoul' is restricted to such cases when the quantity to be compared and the quantity to be a base have same measuring unit, without consider ing biyoul in terms of two numbers. it is suggested to use "the number which express how many times the quantity to be compared is contained by the quantity to be a base is called biyoul." as a definition of biyoul. It is suggested to use "value of bi A : B is A/B" as a definition of value of bi. Halpunri is a variation of halbunri, which is coined by putting hal, pun, and ri together in purpose of using in school mathematics. The tem1 corresponding halpunri is 'bohap', however, in this paper it is suggested to use halpunri after defining it instead of using bohap. In that halpunri is an acclimatized term of bohap, and considered as a biyoul not as a way to indicate biyoul, it is suggested to use "biyoul when the quantity to be a base is considered 10." as a definition of halpunri. It is suggested to see hal, pun, and ri are units for halpunri, and call decimal 0.1 expressing biyoul 1 hal, decimal 0.01 expressing biyoul 1 pun, decimal 0.001 expressing biyoul 1 ri respectively.

• School Mathematics
• /
• v.18 no.2
• /
• pp.323-348
• /
• 2016

The 2009 revised national mathematics curriculum have inserted mathematical 'linking cube' activities in the 6th grade math classes to improve students' spatial problem solving abilities and communication skills. However, we found that it was hard for teachers to teach problem solving and communication skills due to the absence of mathematical way of representing linking cubes in the classroom. In this paper, we propose 3D 'turtle representation system' as teaching and learning tools for linking cube activities. After using turtle representation system for linking cube activities, teachers responded that turtle representation system is a valuable problem solving and communication tools for the linking cube mathematics classes. We conclude that turtle representation system is a well designed teaching and learning tools for linking cube activities, and there are lots of educational meanings in the 3D turtle representation system.