• School Mathematics
• /
• v.18 no.3
• /
• pp.611-623
• /
• 2016

This study explored the problems of definitions and choices of terms and notations and proposed a few tasks for improvement of them included , , of high school mathematics based on 2009 revised mathematics curriculum and textbooks. We explored the problems on the features of the methods and contents of definitions of terms and notations in the viewpoint of the possibilities of difficulties on students' understanding, and proposed several criteria for choices of terms and notations in curriculum. And we proposed several tasks to improve the problems as follows: we need to implement much analyses and discussions on terms and notations and to open the results, to make the criteria for the examinations of mathematics textbooks in the viewpoint of therm and notation, to consider the differences of the methods of definitions among primary, middle, and high schools, and to consider the changes of terms and notations and the methods for introduction of them in textbooks.

• Communications of Mathematical Education
• /
• v.30 no.1
• /
• pp.1-22
• /
• 2016

We had a full scale of literature survey and case survey of mathematics Flipped Learning class models. The purpose of this study is to design and adopt a Flipped Learning 'Linear Algebra' class model that fis our need. We applied our new model to 30 students at S University. Then we analyzed the activities and performance of students in this course. Our Flipped Learning 'Linear Algebra' teaching model is followed in 3 stages : The first stage involved the students viewing an online lecture as homework and participating free question-answer by themselves on Q&A before class, the second stage involved in-class learning which researcher solved the students' Q&A and highlighted the main ideas through the Point-Lecture, the third stage involved the students participating more advanced topic by themselves on Q&A and researcher (or peers) finalizing students' Q&A. According to the survey, the teaching model made a certain contribution not only to increase students' participation and interest, but also to improve their communication skill and self-directed learning skill in all classes and online. We used the Purposive Sampling from the obtained data. For the research's validity and reliability, we used the Content Validity and the Alternate-Form Method. We found several meaningful output from this analysis.

• Journal of Educational Research in Mathematics
• /
• v.27 no.4
• /
• pp.679-700
• /
• 2017

In this study, revisions of university entrance exams of mathematics in the UK, Australia and Japan are investigated. In the UK, A-level mathematics are revised to harmonize pure and applied mathematics so that the subjects and contents of each test are adjusted, and new types of items are announced. NSW university entrance exams in Australia are being revised in line with the Stronger Higher School Certificate policy, which basically reinforces mathematics. In Japan, as part of the educational reforms that link high schools and universities, current exams of National Center for University Entrance Examinations are abolished and Common Test for University Entrance is introduced. Mathematics of new test emphasizes comprehension, judgement and expression with new items and short-answer questions. Based on the case of the UK, Australia and Japan, this study discussed improvement of mathematics test in the Collage Scholastic Ability Test (CSAT) Korea in terms of objects and characteristics of test, systems and types of items. and support from academia.