• Title/Summary/Keyword: 학교수학

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Elementary School Teacher's Cognition on Pre-taught Students (수학 선행학습에 대한 초등학교 교사의 인식)

  • Kim, Ji Eun;Jeon, In Ho
    • Journal of Elementary Mathematics Education in Korea
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    • v.17 no.2
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    • pp.371-394
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    • 2013

  • The purpose of this study is to understand the public education system in Korea, that features many pre-taught students, and to figure out how elementary school teachers teach them. To accomplish this study, 204 elementary school teachers in Seoul participated in a survey and the frequency and percentage were made. In addition, to add more depth to this study 5 elementary school teachers had several interviews. We obtained the following results. First, elementary school teachers generally think that the situation with many pre-taught students have had a bad effect on public education and pre-taught students are drilled but cannot understand what they have learnt. They also answered that they have low morale when teaching pre-taught students. Second, a large number of elementary school teachers think the situation with many of the pre-taught students does not help the public math education system, which influences the teachers' teaching style. Teachers who answered negative on pre-taught students are running their math classes focusing on understanding math concepts and activities. On the other hand, few teachers who answered positive on pre-taught students did not care about the situation with many pre-taught students.

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Analysis on Definitions of Continuity Conveyed by School Mathematics and Academic Mathematics (학교수학과 학문수학에서의 연속성 개념 정의의 분석)

  • Kim, Jin Hwan;Park, Kyo Sik
    • Journal of Educational Research in Mathematics
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    • v.27 no.3
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    • pp.375-389
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    • 2017

  • The purpose of this study is to analyze the difference and inter-connectivity between the definition of continuity in school mathematics and the definition of academic mathematics in four perspectives. These difference and inter-connectivity have not analyzed in previous papers. According to this study, the definition of 'continuity and discontinuity at one point' in school mathematics depends on the limit processing but in academic mathematics it depends on the topology of the domain. The target function of the continuous function in school mathematics is a function whose domain is limited to an interval or a union of intervals, but the target function of the continuous function in academic mathematics is all functions. Based on these results, the following two opinions are given in relation to the concept of continuity in school mathematics. First, since the notion of local continuity in school mathematics is based on limit processing, the contents of 2009-revised textbooks that deal with discontinuity at special point not belonging to the domain is appropriate. Here the discontinuity appears as types of infinite discontinuity, removable discontinuity, and step discontinuity. Second, the definition of a general continuous function is proposed to "if there is no discontinuity point in the domain of a function y = f(x), we call the function f a continuous function." This definition allows the discontinuity at special point in non-domain, but is consistent with the definition in academic mathematics.

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A Practice of Mathematics Lesson-Critique (수학 수업 비평의 실제)

  • Na, Gwisoo
    • School Mathematics
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    • v.15 no.2
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    • pp.369-387
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    • 2013

  • This research intends to give a practice of mathematics lesson-critique and some perspectives on a mathematics lesson in the elementary school level. We carried out a mathematics lesson-critique on a lesson chosen as a good lesson by a local educational district in Korea. The main themes of mathematics lesson-critique were the reconstruction of lesson models, the pursuit of relational understanding, the activation of mathematical communication, and the didactical transformation by a in-service teacher. Meanwhile we confirmed that we need to discuss the properness and adequateness of contents about division of natural numbers given in the elementary mathematics textbook and teachers' guide according to the revised 2007 mathematics curriculum.

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