• Education of Primary School Mathematics
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• v.22 no.1
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• pp.83-94
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• 2019

Current mathematics curriculum of South Korea suggests that students learn mathematics in school with calculators except that the aim of the math lessons is to achieve calculation skills, but we can't be sure that elementary school students use calculators in math lessons of school. Actually we don't have enough data to identify how many elementary school students use calculators in math lessons. The aims of this study are to compare the ratio of elementary school students using calculators in math lessons of school between 20 countries and to analyse the relation between using calculators in math lessons and the achievements of math through $4^{th}$ grade mathematics test of TIMSS 2015. The results of this study are two. One is that generally $4^{th}$ grade students did not use calculators in math lessons. The other result is that generally there is no relation between using calculators in math lessons and the achievements of the math test through $4^{th}$ grade mathematics test of TIMSS 2015. Only in Hong Kong SAR, students without using calculators have higher achievements than students using calculators. In England and USA, students using calculators have higher achievements than students without using calculators. Finally, researcher in this study suggests some implications on using calculator in elementary schools.

• The Mathematical Education
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• v.63 no.2
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• pp.335-350
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• 2024

This study explored the factors that influence elementary school teachers' intention to use an artificial intelligence (AI) math learning system and analyzed the interactions and relationships among these factors. Based on the technology acceptance model, perceived usefulness for math learning, perceived ease of use of AI, and attitude toward using AI were analyzed as the main variables. Data collected from a survey of 215 elementary school teachers was used to analyze the relationships between the variables using structural equation modeling. The results of the study showed that perceived usefulness for math learning and perceived ease of use of AI significantly influenced teachers' positive attitudes toward AI math learning systems, and positive attitudes significantly influenced their intention to use AI. These results suggest that it is important to positively change teachers' perceptions of the effectiveness of using AI technology in mathematics instruction and their attitudes toward AI technology in order to effectively adopt and utilize AI-based mathematics education tools in the future.

• Journal for History of Mathematics
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• v.21 no.1
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• pp.79-96
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• 2008

In early 21st century, universities in Korea has been asked the new roles according to the changes of educational and social environment. With Korea's NURI and Brain Korea 21 project support, some chosen research oriented universities now should produce "teacher of teachers". We look 100 years back America's mathematics and see many resemblances between the status of US mathematics at that time and the current status of Korean mathematics, and find some answer for that. E. H. Moore had produced many good research mathematicians through his laboratory teaching techniques. R. L. Moore was his third PhD students. He developed his Texas/Moore method. In this article, we analyze what R. L. Moore had done through his American School of Topology and Moore method. We consider the meaning that early University of Texas case gives us in PBL(Problem Based Learning) process.

• The Mathematical Education
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• v.61 no.4
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• pp.631-651
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• 2022

It has been alerted that Korean students' mathematical affective achievement is very low. In order to solve this problem, various policies related to mathematical affective domains have been promoted, but it is necessary to examine various existing policies and explore the direction for improving them in more essential aspects. Based on previous studies that the growth mindset helps to increase students' affective achievement, this study focused on improving students' math-related growth mindset and ultimately exploring policies that can increase mathematical affective achievement. Therefore, the current status of mathematical affective achievement of Korean students was examined, and the policies and related cases in the mathematical affective domain were investigated. Based on the results, some keywords were derived and then the directions of policy for improving the math-related growth mindset and the affective achievement of students were suggested.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.175-202
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• 2001

The purpose of this work is to analyze various mathematics programs and related studies for gifted students of secondary school, to extract meaningful suggestions, and to develop some mathematics materials to realize our suggestions. We analyzed mathematics curriculum drafts for gifted students(by KEDI), mathematics program for the gifted students of Russia, and mathematics programs of some specialist of gifted education. We were able to extract some important aspects for developing teaching & teaming materials. Especially in this study we took notice of systematization of mathematical problems, and suggested a model of systematization of mathematical problems.

• Journal for History of Mathematics
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• v.22 no.1
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• pp.111-124
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• 2009

In this paper we check over some problems in College Scholastic Ability Test(CSAT) Mathematics section and propose some methods to improve the CSAT Mathematics section. CSAT has been changed several times with the change of the school curriculum. A Mathematics amended curriculum will apply in 2009 and we have to reorganize the system of CSAT. We investigate the changes in school curriculum and system of CSAT. Also we make a comparative study of the range of possible questions of CSAT with those of SAT and foreign national entrance exam for college.

• Journal for History of Mathematics
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• v.23 no.1
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• pp.41-52
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• 2010

Ancient Indian mathematical works, all composed in Sanskrit, usually consisted of a section of sturas in which a set of rules or problems were stated with great economy in verse in order to aid memorization by a student. And rules or problems of the mathematics were transmitted both orally and in manuscript form.Indian mathematicians made early contributions to the study of the decimal number system, arithmetic, equations, algebra, geometry and trigonometry. And many Indian mathematicians were appearing one after another in Ancient. This paper is a comparative study of mathematics developments in ancient India and the other ancient civilizations. We have found that the Indian mathematics is quantitative, computational and algorithmic by the principles, but the ancient Greece is axiomatic and deductive mathematics in character. Ancient India and the other ancient civilizations mathematics should be unified to give impetus to further development of mathematics education in future times.

• Journal of the Korean School Mathematics Society
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• v.9 no.1
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• pp.77-92
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• 2006

In this paper, we saw how high school students have affection mathematical journal writing and how mathematical journal writing affects high school students mathematical attitude we got the conclusion of this research through case study as following; First, through mathematical journal writing, while research participants feel sense of accomplishment, feel buren about exposure of their own ideas. Second. mathematical journal writing makes students. think self-examination and benefits mathematical comprehension process. Third, mathematical journal writing changes students' studying attitude positively and makes students participate actively in class.

• Journal for History of Mathematics
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• v.26 no.1
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• pp.103-118
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• 2013

The purposes of this article are to discuss how mathematics classroom in the departmentalized classroom system can be established for effective education, and describe current efforts within departmentalized mathematics classrooms toward achieving this goal. A departmentalized mathematics classroom would be most effective in improving education if implemented after comprehensive preplan for the specificity of the subject and characteristics of students depending on their grades and levels in their unique school environment. Continued investigation for effective communication of teaching and learning methods in a mathematics classroom will be a key component to set a departmentalized mathematics classroom up and to improve the quality of education.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.461-481
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• 2009

The semiotic approach to the mathematics education has been studied in last 20 years by PME, ICME conferences. New cultural developments in multi-media, digital documents and digital arts and cultures may influence mathematical education and teaching and learning activities. Hence semiotical interest in the mathematics education research and practice will be increasing. In this paper the basic ideas of semiotics, such as Peirce triad and Saussure's dyad, are introduced with some mathematical applications. There is some similarities between traditional research topics for concept, representation and social construction in mathematics education research and semiotic approach topics for the same subjects. some semiotic applications for an arithmetic problem for work, induction, deduction and abduction syllogisms with respect to Peirce's triad, its meaning in scientific discoveries and learning in geometry and symmetry.