• Journal of Educational Research in Mathematics
• /
• v.23 no.4
• /
• pp.491-503
• /
• 2013

In this paper we analyse how school mathematics terminologies have been changed from the syllabus period to the 2007 curriculum. For this we survey the school mathematics terminologies which have been used since the syllabus period on the 2007 curriculum basis, analyse changes in expression of those, and look through to the characteristics of mathematics terminologies for each curriculum period.

• Communications of Mathematical Education
• /
• v.18 no.3 s.20
• /
• pp.73-80
• /
• 2004

이 연구에서는 초등학교 1학년 수학영재학생들을 위한 심화학습 자료를 개발하였다. 개발된 학습 자료에는 다양한 활동 중심과 간학문적 접관을 통하여 수학에 대한 흥미를 증진시진 수 있는 내용을 포함시켜 지적영역에만 국한되는 편협성을 탈피하여 보다 창의성을 신장하도록 하였다.

• Communications of Mathematical Education
• /
• v.9
• /
• pp.187-201
• /
• 1999

본 논문에서는 사회적 구성주의(social constructivism) 관점에서 고등학교 수준에서의 수학적 모델링 (mathematical modelling) 자료를 개발, 적용, 활용함으로써 학교수학과 실생활 문제를 관련시켜 학생 스스로 관찰 ${\cdot}$ 해석 ${\cdot}$ 사고 ${\cdot}$ 분석하여 구조화하는 고차원적인 인지능력의 형성과 문제 해결력을 배양할 수 있는 학습방법을 고찰한다.

• Journal of the Korean School Mathematics Society
• /
• v.11 no.2
• /
• pp.221-247
• /
• 2008

In order to find the structure and scheme of basic mathematics education in life and nano-related areas in university, I've studied how much the freshmen in those fields in the university know about the graphic expressions for the basic functions(quadratic function, rational function, irrational function, log function and trigonometric function), basic information contained in those graphs and basic high school mathematics. Also, I've examined mathematics used in books for majors related to those areas. The result of the study shows that there is a lack of understanding of the graphic expressions for basic functions, information contained in those graphs and basic high school mathematics. I've also found out that there is a difference in the amount and depth of mathematics used in each major in life and nano-related areas. According to the result of this study, the amount of understanding of freshmen with each major in basic high school mathematics needs to be reflected in structuring basic mathematics education in life and nano-related areas in university, and the amount and dept of content of mathematics should be considered in each major.

• School Mathematics
• /
• v.5 no.2
• /
• pp.151-165
• /
• 2003

So far there have been intermittently quantitative and syntactic analyses of the past elementary mathematics curriculums to comprehend elementary mathematics education in Korea. However, we think we also need qualitative and semantic analyses to comprehend and examine the past elementary mathematics curriculums exactly and so to look out on our future elementary mathematics education. Generally, school mathematics curriculum reflects both the philosophical aspects of mathematics itself that form the background of the philosophy of mathematics education and the sociological aspects in real mathematics class that could be the output of the curriculum. With this view, the logic of the social constructivism can be an appropriate way that leads mathematical philosophical analysis and sociological analysis in mathematics education. With this kind of method of analysis we got the results that: the past Korean elementary mathematics curriculums mainly have the tendency from the ideology of the progressive educator(the 1st) to of the technological pragmatist(the 2nd), from that of the old humanist(the 3rd and 4th) to the progressive educator(the 5th and 6th) again, and lastly that of social constructivism(the 7th).

• Education of Primary School Mathematics
• /
• v.28 no.1
• /
• pp.25-38
• /
• 2025

Mathematical resilience may refer to the ability to cope with difficulties encountered during the mathematics learning process and to recover from failure. Mathematical resilience is one of the psychological factors that may overcome students' negative attitudes toward mathematics and psychological anxiety. In this study, I surveyed 982 elementary students' mathematical resilience using the mathematical resilience measurement tool developed in a previous study. The statistical analysis results of the survey showed that elementary students' mathematical resilience was statistically significantly correlated with gender, grade, and school location. The specific results of the study are as follows; first, male students' mathematical resilience was higher than female students'. Second, mathematical resilience was highest in the third grade and decreased with increasing grade, reaching the lowest in the sixth grade. third students' mathematical resilience showed significant differences depending on the location of the school they were attending. The results of this study might be used as a basis for various follow-up studies, such as longitudinal studies on mathematical resilience and comparative studies across school levels, as well as for the development of teaching and learning materials.

• School Mathematics
• /
• v.17 no.1
• /
• pp.99-118
• /
• 2015

The purpose of this study is to investigate teachers' perception of core competencies and affective aspects in mathematics. For this purpose, a nationwide survey was conducted. The survey questionnaire consists of three core competencies including problem solving, reasoning and communication, and two affective aspects including good human nature and attitudes. The survey results were further analyzed based on school level, teaching experience, location of schools, and types of high schools. As a result, four findings were identified. First, elementary school teachers tend to put more emphasis on core competencies and affective aspects than secondary school teachers do. Second, in elementary school level, longer teaching experience is correlated with more positive perception of core competencies and affective aspects. However, there was an opposite tendency in secondary school level. Third, teachers working at schools in metropolitan cities tend to emphasize core competencies and affective aspects more than those at schools located in mid-sized cities and rural areas. Fourth, the school types in high school didn't seem to affect the teachers' perception on core competencies and affective aspects.

• Journal of the Korean School Mathematics Society
• /
• v.4 no.2
• /
• pp.33-48
• /
• 2001

• Journal of the Korean School Mathematics Society
• /
• v.1 no.1
• /
• pp.19-28
• /
• 1998

• Journal of the Korean School Mathematics Society
• /
• v.3 no.1
• /
• pp.1-16
• /
• 2000