• Education of Primary School Mathematics
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• v.11 no.1
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• pp.39-57
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• 2008

The purpose of this study is to affirm what influences the lessons applied by reorganizing the ratio-graph unit of level 6-A on the basis on Realistic Mathematics Education(RME) give on mathematical scholastic achievements and mathematical preferences.In order to achieve the purpose of this study, the experimental study was exerted by making two classes of 6 grades in J elementary school located in Gumi city, Gyeongbuk province as subjects. In this study, test of degree of the mathematics learning ability of student, multiple-choice test and descriptive test of the learning dispositions of student were exerted and the results were t-test officially. The results and the conclusions of this study were as follows: First, the results acquired by officially t-test the levels of the mathematics learning ability of student of the group taught by lessons according to the teaching materials reorganized on the basis of RME and the group taught by lessons according to the 7th curriculum show a meaningful difference(p=.007). This means that the lessons according to the teaching materials reorganized on the basis of RME showed meaningful influences on the improvement of degree of the mathematics learning ability of student. Second, the results acquired by officially t-test the learning dispositions of student multiple-choice test of the group taught by lessons according to the teaching materials reorganized on the basis of RME and the group taught by lessons according to the 7th curriculum show a meaningful difference. Especially in the factors of 'mathematical will'(p=.017) and 'mathematical value'(p=.029) were meaningful differences. Also in the descriptive test of the learning dispositions of student, the experimental class showed that it had the potential possibility to have more positive attitudes meaningfully in comparison with the compared class. This means that the lessons according to the teaching materials reorganized on the basis of RME showed meaningful influences on the learning dispositions of student.

• Journal of Educational Research in Mathematics
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• v.15 no.2
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• pp.107-130
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• 2005

The aims of this study are to identify Dewey's theory on mathematics education and to clarify its influence on the modern theories of mathematics education. For this purpose, we have examined Dewey's theory of knowledge named as pragmatism or instrumentalism, and studied the Dewey's theory of education in which he maintained education is the reconstruction of experiences. And then, we have examined Dewey's theory on mathematics education, such as theory of mathematics, purpose of mathematics education, contents of mathematics education, and methods of mathematics education respectively. After that, we have analyzed how his theory on mathematics education is connected with the diverse theories of modern mathematics education, such as Piaget's operational constructivism, Freudenthal's theory of realistic mathematics education, Polya's theory on mathematical problem-solving, and social constructivism. Through this study, we might say that Dewey's theory on mathematics education is a prototype of modern theories of mathematics education and a comprehensive paradigm which is very suggestive to the phenomena of mathematics education.

• Journal for History of Mathematics
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• v.1 no.1
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• pp.86-89
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• 1984

1960년대를 기점으로 하여 일어난 수학 교육현대화 운동은 범세계적인 문화현상으로서 발전하는 방향으로 철저히 진행되어야 했으나 교재내용을 지나치게 비현실적으로 도입함에 따라 교육의 현장에 선교사의 창조적 노력보다는 무비판적인 수학교육이 됨으로써 원래의 수학교육목표와는 달리 진도에만 급급하다. 현실적인 요인으로서 중등학교 진학률의 증가 및 평준화에 대한 원인도 있겠지만 시험에만 연결되는 교육에 이상적인 논리주의 구조주의 적인 수학의 도입도 적지않은 문제 요인으로 되어 있다. 앞으로 교과과정의 개선이 있겠지만, 우선 지도방법에 있어서 새로운 방법론이 시도되어야 할 것이다. 본 논문에선 학생들이 이해할 수 있는 범위내에서 수학사적 자료를 도입하여 수학의 역사 및 수학의 사상적 배경등에 접할 수 있는 기회를 주어 교과내용에 흥미를 유발하고 수업내용을 이해하는데 도움을 주는 방법을 모색하려는 것이다.

• Journal of Educational Research in Mathematics
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• v.15 no.4
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• pp.375-399
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• 2005

In this article, I identified many points of commonness and differences at)feared in the fraction units of three conspicuous textbooks -McLellan, MiC and Korea. After that, 1 evaluated these results with reference to more general didactics on which each text-book is based. A background theory of Mc-Lellan's textbook was Dewey's experientialism, and that of MiC was Freudenthal's realistic mathematics education. Through this study, I have reached the fact that these three textbooks could not exhibit the phenomenological wholeness of fraction. Driven by measuring number model which is very abstractive, McLellan's text-book is disregarding the lower level context. MiC textbook, driven by real context, is ignoring higher level model which is close to rational number concept. From an excess of formulation and practice of algorithm, Korea's textbook is overlooking the real context. It is necessary that a textbook which would display the phenomenological wholeness of fraction is developed.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.207-229
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• 2019

In the era of the Fourth Industrial Revolution, various attempts have been made to incorporate ICT technology into mathematics teaching and learning, and the necessity and efficiency of classroom instruction using flipped learning, virtual reality and augmented reality have attracted attention. This leads to an increase in demand for instructional contents and their use in education. Therefore, there is a growing need for the development of instructional contents that can be applied in the field and the study of teaching methods. In this point of view, this research classifies the types of teaching-learning, presents the flipped learning instruction and mathematics contents by teaching-learning types using constructivist mathematics education principles and augmented reality-based mobile applications. These methods and lesson plans can provide a useful framework for teaching-learning in mathematics education.

• Journal of the Korean School Mathematics Society
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• v.9 no.2
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• pp.141-161
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• 2006

In this study, we classified word problems related to real life presented in elementary mathematics textbooks into five types of context problems(location, story, project, scrap, theme) suggested by Freudenthal(1991), and applied context problems to mathematics class to analyze the influence on students' mathematical belief and attitude. Also, we examined the types of context problems preferred according to academic performance and the reasons of preference within a group experiencing context problems. The results of the study are as follows. First, almost lessons in the mathematics textbook presents word problems related to real life, but the presenting method is inclined to a story type. Also, the problems with a story type are presented fragmentarily. Therefore, although these word problems are familiar to the students, they don't include contextual meanings and cannot induce enough mathematical motives and interests. Second, a lesson using context problems give a positive influence on their mathematics belief and attitude. It is also expected to give a positive influence on students' mathematics learning in the long run. Third, the preferred types of context problems and the reasons of preference are different according to the level of academic performance within the experimental group.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.2
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• pp.301-319
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• 2013

This study is to explore the directions for developing the lesson assessment of the math textbook in elementary school level, which is to embody the recent trends of math assessment and the emphases about assessment given in the revised 2009 math curriculum. To this end, we examined the recent trends of math assessment and the assessment framework of RME (Realistic Math Education) as the theoretical backgrounds. Also we analytically looked at the math-assessment emphases given in the revised 2009 math curriculum, and tried to establish the directions for developing the lesson assessment of the math textbook on the basis of the preceding studies. In addition to, we gave the math items in line with the established directions about lesson assessment. Finally we suggested the issues in relation with the math assessment in the elementary school level.

• Communications of Mathematical Education
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• v.19 no.1 s.21
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• pp.151-165
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• 2005

효과적인 교육을 위한 다양한 연구들이 진행되어 왔지만, 이러한 결과를 실제 수업현장에 적용하기에는 많은 시간과 노력 등이 필요하여 잘 활용되지 못하고 있는 것이 현실이다. 따라서 교실 수업, 특히 지필 위주의 수업에서는 여전히 따분해하며 집중하지 못하는 학생들을 흔하게 볼 수 있다. 본 연구에서는 학생들의 적극적 참여를 통한 효과적인 교육을 구현하기 위한 방안으로 구성주의적 교수학습 방안과 정보 기술을 기반으로 교수자와 개별 학생들 사이의 실시간 상호작용을 극대화시키는 교수방안을 제안하고자 한다. 구현 사례로 통계적 추정의 표본추출 단원에 적용할 수 있는 교수학습 모형과 시스템을 제시한다.

• Journal of Educational Research in Mathematics
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• v.13 no.3
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• pp.247-265
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• 2003

The purpose of this study is to analyze the essence of ratio concept from educational viewpoint. For this purpose, it was tried to examine contents and organizations of the recent teaching of ratio concept in elementary school text of Korea from ‘Syllabus Period’ to ‘the 7th Curriculum Period’ In these text most ratio problems were numerically and algorithmically approached. So the Wiskobas programme was introduced, in which the focal point was not on mathematics as a closed system but on the activity, on the process of mathematization and the subject ‘ratio’ was assigned an important place. There are some educational implications of this study which needs to be mentioned. First, the programme for developing proportional reasoning should be introduced early Many students have a substantial amount of prior knowledge of proportional reasoning. Second, conventional symbol and algorithmic method should be introduced after students have had the opportunity to go through many experiences in intuitive and conceptual way. Third, context problems and real-life situations should be required both to constitute and to apply ratio concept. While working on contort problems the students can develop proportional reasoning and understanding. Fourth, In order to assist student's learning process of ratio concept, visual models have to recommend to use.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.115-140
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• 2009

Freudenthal has advocated the mathematisation theory. Mathematisation is an activity which endow the reality with order, through organizing phenomena. According to mathematisation theory, the departure of children's learning of mathematics is not ready-made formal mathematics, but reality which contains mathematical germination. In the first place, children mathematise reality through informal method, secondly this resulting reality is mathematised by new tool. Through survey, it turns out that area unit of Korea's seventh elementary mathematics textbook is not correspond to mathematisation theory. In that textbook, the area formular is hastily presented without sufficient real context, and the relational understanding of area concept is overwhelmed by the practice of the area formular. In this thesis, first of all, I will reconstruct area unit of seventh elementary textbook according to Freudenthal's mathematisation theory. Next, I will perform teaching experiment which is ruled by new lesson design. Lastly, I analysed the effects of teaching experiment. Through this study, I obtained the following results and suggestions. First, the mathematisation was effective on the understanding of area concept. Secondly, in both experimental and comparative class, rich-insight children more successfully achieved than poor-insight ones in the task which asked testee comparison of area from a view of number of unit square. This result show the importance of insight in mathematics education. Thirdly, in the task which asked testee computing area of figures given on lattice, experimental class handled more diverse informal strategy than comparative class. Fourthly, both experimental and comparative class showed low achievement in the task which asked testee computing area of figures by the use of Cavalieri's principle. Fifthly, Experiment class successfully achieved in the area computing task which resulting value was fraction or decimal fraction. Presently, Korea's seventh elementary mathematics textbook is excluding the area computing task which resulting value is fraction or decimal fraction. By the aid of this research, I suggest that we might progressively consider the introduction that case. Sixthly, both experimental and comparative class easily understood the relation between area and perimeter of plane figures. This result show that area and perimeter concept are integratively lessoned.