• 제목/요약/키워드: 한국 수학

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The Use of Feedback in Written Reports and Portfolio: An Assessment for Learning Strategy

  • Santos, Leonor;Pinto, Jorge
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제14권3호
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    • pp.281-297
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    • 2010
  • This paper pretends to study the potentialities of feedback, particularly in the development of a written report in two phases and in portfolio; and the main difficulties that teachers has to face concerning this assessment practice. Through a meta-analysis concerning different studies, it is possible to say that oral or written feedback, intentionally provided to students of several ages, may enable them to develop their self-assessment capacity and to get close of the expected product. However, the type of student and his or her perceptions may influence the effectiveness of feedback. Even for experience teachers, this practice maintains complex.

Research on Gender Differences of Mathematics Achievement from the Views of Gender Socialization

  • Zhang, Xiaoui
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제14권3호
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    • pp.299-308
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    • 2010
  • The gender differences of mathematics achievement exists in many counties in the world. Some Chinese scholars think that the differences also exist in China. The researchers explain the gender differences of mathematics learning mainly from the individual psychology and education. This paper, firstly, introduces an investigation of the gender differences of mathematics achievement in grade 1-9 in three areas (Hefei urban area, Cuozhen area, and Chenji area) of Hefei in China. The investigation found that the gender differences of mathematics achievement exist but are different in these areas. Then, the results are explained from the theory of the gender socialization.

The Role of "Personal Knowledge" in Solid Geometry among Primary School Mathematics Teachers

  • Patkin, Dorit
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제14권3호
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    • pp.263-279
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    • 2010
  • Teachers' personal knowledge (PK) is an element in their pedagogic-practical knowledge. This study exposes the PK of primary school mathematics teachers regarding solid geometry through reflection. Students are exposed to solid geometry on various levels, from kindergarten age and above. Previous studies attested to the fact that students encounter difficulties-strong dislike and fear engendered by geometry. A good number of teachers have strong dislike to solid geometry, as well. Therefore, those engaged in teaching the subject must address the problem and try to overcome these difficulties. In this paper we have introduced the reflective process among teachers in primary school, including application of Van-Hiele's theory to solid geometry.

증명에서 연역 체계 이해에 관한 연구 (A study on understanding the deduction system in the proof)

  • 강정기;노은환
    • 한국수학교육학회지시리즈A:수학교육
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    • 제52권4호
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    • pp.549-565
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    • 2013
  • To help students understand the deduction system in the proof, we analyzed the textbook on mathematics at first. As results, we could find that the textbook' system of deduction is similar with the Euclid' system of deduction. The starting point of deduction is different with each other. But the flow of deduction match with each other. Next, we searched for the example of circular argument and analyzed. As results, we classified the circular argument into two groups. The first is an internal circular argument which is a circular argument occurred in a theorem. The second is an external circular argument which is a circular argument occurred between many theorems. We could know that the flow of deduction system is consistent in internal-external dimension. Lastly, we proposed the desirable teaching direction to help students understand the deduction system in the proof.

ON ARCWISE CONNECTEDNESS IM KLEINEN IN HYPERSPACES

  • Baik, Bong Shin;Rhee, Choon Jai
    • 한국수학교육학회지시리즈B:순수및응용수학
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    • 제20권1호
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    • pp.71-78
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    • 2013
  • Let X be a space and $2^X$(C(X);K(X);$C_K$(X)) denote the hyperspace of nonempty closed subsets(connected closed subsets, compact subsets, subcontinua) of X with the Vietoris topology. We investigate the relationships between the space X and its hyperspaces concerning the properties of connectedness im kleinen. We obtained the following : Let X be a locally compact Hausdorff space. Let $x{\in}X$. Then the following statements are equivalent: (1) X is connected im kleinen at $x$. (2) $2^X$ is arcwise connected im kleinen at {$x$}. (3) K(X) is arcwise connected im kleinen at {$x$}. (4) $C_K$(X) is arcwise connected im kleinen at {$x$}. (5) C(X) is arcwise connected im kleinen at {$x$}.

THE DEVELOPMENT OF A ZERO-INFLATED RASCH MODEL

  • Kim, Sungyeun;Lee, Guemin
    • 한국수학교육학회지시리즈B:순수및응용수학
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    • 제20권1호
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    • pp.59-70
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    • 2013
  • The purpose of this study was to develop a zero-inflated Rasch (ZI-Rasch) model, a combination of the Rasch model and the ZIP model. The ZI-Rasch model was considered in this study as an appropriate alternative to the Rasch model for zero-inflated data. To investigate the relative appropriateness of the ZI-Rasch model, several analyses were conducted using PROC NLMIXED procedures in SAS under various simulation conditions. Sets of criteria for model evaluations (-2LL, AIC, AICC, and BIC) and parameter estimations (RMSE, and $r$) from the ZI-Rasch model were compared with those from the Rasch model. In the data-model fit indices, regardless of the simulation conditions, the ZI-Rasch model produced better fit statistics than did the Rasch model, even when the response data were generated from the Rasch model. In terms of item parameter ${\lambda}$ estimations, the ZI-Rasch model produced estimates similar to those of the Rasch model.

Mathematical Giftedness and the Need of Mathematics Specialists in Elementary Grades

  • Pandelieva, Valeria
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제12권4호
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    • pp.259-270
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    • 2008
  • The change of the developed countries to highly technological societies continuously requires that they nurture and use the full potential of mathematically and scientifically talented people. As this is a process that should start early in order to be efficient, the main responsibility of identifying and addressing the specific needs of these people is assigned to public school systems and, in particular, to elementary teachers. In this regard, three significant areas of concern arise and are discussed in this paper: (a) The complexity in identifying mathematically promising and mathematically talented elementary students; (b) The highly responsible and difficult task for elementary teachers to differentiate and serve the mathematically promising students within an inclusive classroom; and (c) The need of teachers with specialized training and mathematics knowledge in pre-high school grades. The last one should be considered predominantly as a logical consequence of the first two. The main goal and, hence, the purpose of the paper is to promote understanding of this crucial necessity of mathematics specialists and to advocate for a change in this direction.

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Activities and Programs to Cultivate Mathematical Interest and Ability

  • Gardiner, Tony
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제12권4호
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    • pp.293-299
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    • 2008
  • Young children have manifold potentialities. As any teacher or parent knows, a child's most obvious strengths contribute to their development in unexpected ways. A sporting or musical forte may provide an invaluable youthful opportunity to experience "the pursuit of excellence," but may then be laid aside. It is exceedingly rare for a strength which informed observers might "identify" at school level to develop in a predictable way. Most strengths blossom and are then laid aside, whilst some evolve sideways (for example, when the inner muse shies away from the required level of commitment, or takes fright at the miniscule prospects of success in the given field). In their place other strengths-which one may have noticed, but which were never "diagnosed" in the same way-take over and flourish.

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Some Factors Discriminating Mathematically Gifted and Non-Gifted Students

  • Johny, Sholy
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제12권4호
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    • pp.251-258
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    • 2008
  • This paper deals with factors discriminating mathematically gifted and non-gifted students. Discussion of some characteristics of mathematically gifted students is done in the first session. Several factors distinguish mathematically gifted from the non-gifted students. High mathematical creativity, high intelligence and opinion of teachers are some of the key factors that can be used for discriminating mathematically gifted and non-gifted students. Research studies have revealed that cognitive as well as affective factors will enhance giftedness. In this study the investigator wishes to look in detail about the characteristics of mathematically gifted students and how they can be identified. Anyway, teachers can change environmental factors and maximum outcome of giftedness can be ensured."

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DERIVATION AND ACTOR OF CROSSED POLYMODULES

  • Davvaz, Bijan;Alp, Murat
    • 한국수학교육학회지시리즈B:순수및응용수학
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    • 제25권3호
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    • pp.203-218
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    • 2018
  • An old result of Whitehead says that the set of derivations of a group with values in a crossed G-module has a natural monoid structure. In this paper we introduce derivation of crossed polymodule and actor crossed polymodules by using Lue's and Norrie's constructions. We prove that the set of derivations of a crossed polygroup has a semihypergroup structure with identity. Then, we consider the polygroup of invertible and reversible elements of it and we obtain actor crossed polymodule.