• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.63-77
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• 2016

SENKs (Students who Emigrated from North Korea to South Korea) are exposed to the general problem of Su-Po-Ja(mathematics give-uppers) as well as their own difficulty in learning mathematics. In this study, we conducted the FGI (focus group interview) in order to examine the recognition on mathematics teaching and learning in South Korea with 6 SENKs and 3 teachers who teach the SENKs. As a result, it was found that SENKs' had difficulties in understanding math because of the differences in math terminology used in South and that in North Korea, the unfamiliar problem situation used in math lesson, and the shortage of time for solving math problem. And the teachers reported that they had difficulties in teaching great deal of basic math, SENKs' weak will to learn math, and SENKs' lack of understanding about problem situation because of the inexperience about culture and society in South Korea.

• Communications of Mathematical Education
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• v.15
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• pp.119-126
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• 2003

학교 현장에서 아이들을 지도하다 보면 문제해결력이 상당히 낮다는 것을 자주 경험하곤 한다. 따라서 그러한 문제점에 대하여 고민하고 다양한 방법을 생각해 보는데, 그 해결 방안으로 소집단 협력학습을 실시하여 아이들의 전반적인 문제해결능력을 높여 보고자 본 연구를 실시하게 되었다. 그러기 위하여 소집단의 구성을 수학 성적을 토대로 하여 5단계로 분류하여 실시하였다. 이에 따른 연구 문제로는 크게 3가지로 정하였는데 다음과 같다. 첫째, 소집단 협력학습이 일제 학습에 비하여 수학 문제해결 능력을 향상시켰는가? (실험반과 비교함) 둘째, 소집단 협력학습이 개인별 수학 문제해결능력을 향상시켰는가? (개인별 비교; 실험반에 국한됨) 셋째, 소집단 협력학습이 수학 교과에 대한 아동들의 수학적인 태도변화를 가져왔는가? 위에서 제시한 연구 문제들을 해결한 결과, 실험반이 비교반보다 문제해결력이 유의미한 수준으로 높게나왔고, 또한 5단계로 분류한 아동들 개개인의 문제해결력에서는 특히 중하위권에 있는 아동들이 실험 후에 문제해결력이 높게 나왔다. 끝으로, 아동들의 수학적인 태도 변화에 관한 설문에서는 소집단 협력학습으로 인하여 수학에 대한 흥미와 자신감이 많이 생긴 것으로 나왔다. 따라서 7차 교육과정에서 주장하는 단계형 수준별 교육과정을 실행하는데 있어서 소집단 협력학습이 하나의 대안이 될 수 있을거라 생각하고, 아동들의 문제해결력을 높이는 또 하나의 수업 형태로서도 시도해 볼만한 것이라 생각한다.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.1
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• pp.39-64
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• 2005

The purpose of this study is to transform questions in the 7th curriculum to open-ended problems and exam students' attitude towards open-ended problems. Research questions in this thesis are as follows: First, to transform questions in the 7th curriculum to open-ended problems and apply to a class in the fourth grade D elementary school. Second, to find how students respond to learning mathematics with open-ended problems. As a result of this study, the following are identified. First, the students showed positive reactions towards learning mathematics with open-ended problems. Those experience with open-ended problems make student solve mathematics problems with interest and confidence. Second, both good and bad students in the math class show interest and concentration toward open-ended problem. But a few students show less interest towards those problems. Third, through discussion about problem-solving with open-ended problems, students take part in math class actively and show respect one another. Fourth, especially students show more interest and confidence towards the open-ended problems transformed from mathematics textbook and like the constructive open-ended problems.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.3
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• pp.283-308
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• 2018

'Divisor and multiple' is the topic included both in the elementary and in the secondary mathematics curriculum, but there has been lack of research on it. It has been reported that students have a difficulty in understanding the meaning of the greatest common divisor (GCD) and the least common multiple (LCM), while they can find out GCD and LCM. Against the lack of research on how to overcome this difficulty, this study designed teaching methods with a model for visualization to emphasize the meanings of divisor and multiple in finding out GCD and LCM, and implemented the methods in one fourth grade classroom. A questionnaire was developed to explore students' solution methods and interviews with focused students were implemented. In addition, fourth-grade students' thinking was compared and contrasted with fifth-grade students who studied divisor and multiple with the current textbook. The results of this study showed that the teaching methods with a specific model for visualization had a positive impact on students' conceptual understanding of the process to find out GCD and LCM. As such, this study provides instructional implications on how to foster the meanings of finding out GCD and LCM at the elementary school.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.361-383
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• 2011

This study is on teaching about the areas of plane figures through open instruction, which aims to discover the pedagogical meanings and implications in the application of open methods to math classes by running the Math A & B classes regarding the areas of parallelogram, triangle, trapezoid and rhombus for fifth graders of elementary school through open instruction method and analyzing the educational process. This study led to the following results. First, it is most important to choose proper open-end questions for classes on open instruction methods. Teachers should focus on the roles of educational assistants and mediators in the communication among students. Second, teachers need to make lists of anticipated responses from students to lead them to discuss and focus on more valuable methods. Third, it is efficient to provide more individual tutoring sessions for the students of low educational level as the classes on open instruction methods are carried on. Fourth, students sometimes figured out more advanced solutions by justifying their solutions with explanations through discussions in the group sessions and regular classes. Fifth, most of students were found out to be much interested in the process of thinking and figuring out solutions through presentations and questions in classes and find it difficult to describe their thoughts.

• Education of Primary School Mathematics
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• v.14 no.1
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• pp.1-12
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• 2011

This paper provides an outline of mathematics education based on the classroom ecology. Ecology is the subject that concentrates on the relations of human and environment. As mathematics education consists of many factors, it is natural that mathematics education should be interest in the perspective of ecology. This paper examines the meaning of ecology and classroom ecology of mathematics education in the perspective of ecology. And it provides the directions of ecological mathematics education. In special, I set the frame of mathematics classroom in the perspective of ecology. The ecological structure divides microsystem(teacher, student, content), mesosysten(relations of microsystems), exosystem(school), and macrosystem(the objects of mathematics education). Lastly, I suggest the ways of mathematical learning and research of classroom ecology in mathematics education. For we should focus the improvement of students' mathematical ability, we must search for the various teaching and learning methods and the ares of research in the perspective of ecology classroom. Therefore, we should be interested in the classroom environments as well as teaching methods, contents based on the ecology classroom in mathematics education.

• Journal of the Korean School Mathematics Society
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• v.10 no.2
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• pp.149-171
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• 2007

This study is aimed at development of pedagogical content knowledge on fraction in the elementary school mathematics. Elementary students regard fraction as the difficult topic in school mathematics. Furthermore, fraction is the fundamentally important concept in studying mathematics. So it is important to develop the pedagogical content knowledge on fraction. The reason of attention to the pedagogical content knowledge is that improving the quality of teaching is the central focus of a high quality mathematics education. Shulman suggested that various knowledges are required for teacher to improve their classes. Of course, pedagogical content knowledge is the most valuable in teaching mathematics. Pedagogical content knowledge is related to the promotion of students' understanding about the learning. Pedagogical content knowledges are categorized by five factors in this study. These are understanding about curriculum, understanding about students and students' knowledge, understanding about teachers and teachers' knowledge, understanding about the methods, contents, and management of class, and understanding about methods of assessments. I develop the pedagogical content knowledge on fraction according to the these categories. I concentrate on the two types of pedagogical content knowledges in developing. That is, I present knowledges which teachers have to know for teaching fraction effectively and materials which teachers can use during the teaching fraction. Pedagogical content knowledges guarantee teachers as the professionalists. Teachers should not teach only content knowledges but teach various knowledges including the meta-knowledges which have relation to fraction.

• The Mathematical Education
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• v.63 no.1
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• pp.105-122
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• 2024

This study analyzed the research trends of 101 articles published in prominent international mathematics education journals over 24 years from 2000, when NCTM's recommendation emphasizing argumentation was released, until September 2023. We first examined the overall trend of argumentation research and then analyzed representative research topics. We found that students were the focus of the studies. However, several studies focused on teachers. More studies were examined in secondary school than in elementary school, and many were conducted in argumentation in classroom contexts. We also found that argumentation research is becoming increasingly popular in international journals. The representative research topics included 'teaching practice,' 'argumentation structure,' 'proof,' 'student understanding,' and 'student reasoning.' Based on our findings, we could categorize three perspectives on argumentation: formal, contextual, and purposeful. This paper concludes with implications on the meaning and role of argumentation in Korean mathematics education.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.471-489
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• 2012

2007 Curriculum Revision adopted new Inquiry Activities in mathematical textbooks. So it is critical to analyze the problems of actual application of Inquiry activities in the classrooms. For this purpose, we analyzed the Inquiry activities of Measurement Area of the textbooks and find the appropriate solutions. Secondly, we develop the reorganization materials to fix and solve the existing problems found in the previous problem analysis, and apply the development materials and examine the effects afterwards. The results of the survey indicated that most of teachers are well aware of the importance of Inquiry Activities. However, many teachers answered that Inquiry activities does contain neither diverse strategic approaches nor solutions accommodating with various learning levels of students. The most difficult points to educate Inquiry Activities are that it is difficult to teach students based on individual learning level and that activities consist of mainly short answers that makes it difficult to do in-depth Inquiry Activities. Analyzing Inquiry Activities in the textbook shows that Inquiry Activities in some chapters were constructed as simple sentence questions or presented with the solving process in the questions themselves. The following application classes were implemented by partially taking advantage of the newly developed reorganization materials. Then, the effects were measured by before and after questionnaires, the survey to teachers, and the results of activities. The reorganization materials were effective at arousing the curiosity from students as well as enabling the natural ability-level driven classes.

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