• East Asian mathematical journal
• /
• v.35 no.2
• /
• pp.259-275
• /
• 2019

The researches on the didactic transposition in mathematics education have been conducted almost for 35 years in Korea. Those studies have been quite usually interested in the extreme phenomena such as Topaze Effect, Meta-Cognitive Shift, etc. However, the understanding on the meaning and roles of contextualization and decontextualization in the theory of didactic transposition is needed theoretically in mathematics education and also practically in school mathematics. In particular, for the purpose of managing the efficient instruction on the class, the proper and plentiful role and application of the contextualization is very important in the aspect of the teacher as well as the learner respectively. By this reason, this study investigates the meaning and role of reflection based on the concept of contextualization.

• Journal of Educational Research in Mathematics
• /
• v.26 no.4
• /
• pp.731-754
• /
• 2016

The purpose of the study is to identify the point of knowing. The point of knowing is the time, which indicates that 'knowing' occurs in the recognition process. To understand recognition process, the researchers analyzed the questions in units of lessons presented in elementary mathematics textbooks. The researchers analyzed the validity of the point of knowing and found out the basis of the point of knowing. The results are as follows. First, the point of knowing is time to expect to change from a leaner's 'not-knowing' to 'knowing'. Second, the point of knowing can be identified with the questions on textbooks to ask students to do practical action. Third, the point of knowing is closely related to instructional objective in a class. Fourth, in relation to subsidiary awareness and focal awareness, the point of knowing corresponds to focal awareness. Fifth, the point of knowing is equivalent to the inflection point at which personalization/contextualization is changed into depersonalization/decontextualization.

• SUVANNABHUMI
• /
• v.14 no.1
• /
• pp.31-52
• /
• 2022

Derived from the juxtapositional model of Comparative Literature, this article analyzes two movies, The Story of Pao (Chuyện của Pao, directed by Ngô Quang Hải) and Into the Wild (directed by Sean Penn), using eco-criticism and focusing on two specific aspects: looking for the relationship between "culture" and "nature" and questioning the ideology that puts people at the center of the natural world. Specifically, the article points out similar tones in discovering and praising the beauty of nature, and at the same time, focuses on explaining the "disagreement" and "harmony" in behaviors of different communities towards Mother Nature in these two films. Finally, The Story of Pao and Into the Wild are both read as discourses that participate in the repositioning of human beings in the natural world. The purpose of juxtaposition, therefore, is to seek a new existential dimension for the works, providing an opportunity to uncover and reveal hidden layers of meaning of each text.

• Journal of Educational Research in Mathematics
• /
• v.26 no.2
• /
• pp.173-188
• /
• 2016

Research on didactic transposition in mathematics education has about 25-year and about 35-year long history in and out of Korea, respectively. This study attempts to investigate in trends of those research and to suggest tasks needed to be tackled. Major findings are followed. First, studies done in Korea tended to focus on the application of the didactic transposition theory for proving its effectiveness in understanding mathematics textbooks and mathematics lessons in-depth. It is suggested to conduct meta-analysis of the accumulated results or analysis of further applications of the didactic transposition theory to improve theoretical aspects of didactic transposition. Second, new categories for extreme teaching phenomenon were found and new typology in knowledge to be considered in the didactic transposition was developed in a few studies done in other subject matter education. Application of these to mathematics education may enhance research in didactic transposition of mathematical knowledge. Third, praxeology or a complex of praxeology for Korean school mathematics should be explored as did in other countries. Fourth, there have been rich attempts to link perspectives in didactic transposition to other perspectives or fields such as anthropology, human and education in technology era, praxeology theory in economics, epistemology in other countries but not in Korea. It is suggested to extend the scope of discussion on didactic transposition and to relate various concepts given in other disciplines. Fifth, clarification or negotiation of meaning for the main terms used in the discussion on didactic transposition such as personalization, contextualization, depersonalization, decontextualization, Topaze Effect, Meta-Cognitive Shift is suggested by comparing researchers' various descriptions or uses of the terms.

• The Journal of the Korea Contents Association
• /
• v.14 no.11
• /
• pp.944-954
• /
• 2014

This paper discusses how the traditional cuisine of Korea capitalizes on "nostalgia" for the past. While examining the (re)invention of Buddhist cuisine and Andong food, this paper contends that traditional Korean cuisine is commodified through a process of de-contexualization. This paper first discusses the possibility that the idea of traditional cuisine is an invention in the first place. The history of temple food, for instance, suggests that it was created as a vehicle for circulating and implementing the ruling ideology in the ancient societies of China. This paper then turns to the issue of the growing influence of traditional cuisine in contemporary Korean culture, which is related to the public's demand for healthy food and also tied with the South Korean society's need for promoting a national cuisine in the age of globalization. The rise of traditional cuisine is a sign that people are seeking to reform their eating habits and form a counterculture. Yet, another side of the story is that consumers end up taking part in the self-expanding capitalist market with more consumer choices rather than forming a genuine counterculture. In this respect, the reinvention of temple food is closely related to what Jean and John L. Comaroff call the "emergence of consumption as a privileged site for the fabrication of self and society, of culture and identity".

• Journal of Educational Research in Mathematics
• /
• v.18 no.1
• /
• pp.25-50
• /
• 2008

Several previous studies suggested that simulation could be a main didactic instrument in overcoming misconception and probability modeling. However, they have not described enough how to reorganize probability knowledge as knowledge to be taught in a curriculum using simulation. The purpose of this study is to identify the theoretical knowledge needed in developing a didactic transposition method of probability knowledge using simulation. The theoretical knowledge needed to develop this method was specified as follows : pseudo-contextualization/pseudo-personalization, and pseudo-decontextualization/pseudo-deper-sonalization according to the introductory purposes of simulation. As a result, this study developed a local instruction theory and an hypothetical learning trajectory for overcoming misconceptions and modeling situations respectively. This study summed up educational intention, which was designed to transform probability knowledge into didactic according to the introductory purposes of simulation, into curriculum, lesson plans, and experimental teaching materials to present didactic ideas for new probability education programs in the high school probability curriculum.

• Communications of Mathematical Education
• /
• v.21 no.3
• /
• pp.407-430
• /
• 2007

The extreme didactic phenomena that occur by ignoring or overemphasizing the process of personalization/contextualization, depersonalization/decontextualization of mathematical knowledge is always in our teaching practice and in fact, seems to be a kind of phenomena that suppress teachers psychologically or didactically. The study of the problems on error, misconception or obstacles revealed by students has been done continuously, but that of the extreme didactic phenomena revealed by teachers has not. In this study, I will explain four extreme didactic phenomena and help you understand them by giving various examples from several case studies and analyzing them. And also, I will discuss the way to overcome the extreme didactic phenomena in the mathematical class, based on this analysis. This thesis will become a standard of didactic phenomena that are proceeded extremely by having teachers reconsider their own classes and furthemore, will offer the research data for considering better didactic situation.

• Journal of Elementary Mathematics Education in Korea
• /
• v.21 no.1
• /
• pp.115-134
• /
• 2017

It is necessary to understand the characteristics of each type of division problems in other to help students develop a rich understanding when they learn each type of division problems. This study focuses on a specific type of division problems; a quotitive division as finding a scale factor in enlargement context. First, this study investigated via survey how 4th-6th graders and preservice and inservice elementary teachers solved a quotitive division relating to scaling problem. And semi-structured interviews with preservice and inservice elementary teachers were conducted to explore what knowledge they brought when they tried to solve enlargement quotitive division problems. Most of participants solved the given quotitive division problem in the same way. Only a few preservice and inservice teachers interpreted it as a proportion problem and solved in a different way. From the interviews, it was found that different conceptions of context and decontextualization, and different conceptions of times (as repeated addition or as a multiplicative operator) were connected to different solutions. Finally, three issues relating to teaching enlargement quotitive division were discussed; visual representation of two solutions, conceptions connected each solution, and integrating quotitive division and proportion in math textbooks.

• (The) Research of the performance art and culture
• /
• no.19
• /
• pp.5-33
• /
• 2009

Jain-Danoje's course since modern is not different with almost all of folk performances, which were restored and reconstructed with a background of the designation of an intangible cultural heritage and National folk arts contest sine the 1960s. Generally, these folk performances were decontextualized in course of extinction and reappearance, and recontextualized in course of new directions on tradition. Also, the performances were interpreted differently and transformed by the main constituents of reappearance. Jain-Danoje nowadays has a regular form just at that time that has been designated as a cultural heritage at 1970s. But, today's Jain-Danoje is clearly different with the last appearance in 1936 and some Literature and jainhyun-eupji. I think such differences would stems from the process of reproduction. From this perspective, I had investigate Old literature and the early days report, and the current text. Especially, I will show the considerable change which has been occurred in the Yeowonmu and Hojanggut, the central role to configure that identity, by comparing past and today. As a result of consideration, today's form of the Yeowonmu and Hojanggut are created texts that mind the designation of an intangible cultural heritage and National folk arts contest. These texts has been reproduced without understanding about structure and current of folk festival and state of performance which has been transmitted on premodern society. some intellectuals search for an archaic form of Jain-Danoje based on jainhyun-eupji that created in 1895, except the other jainhyun-eupji. Moreover, because of the understanding with a bias, they can't grasp the meaning about the religious service for Hanjanggun, and they can't see the facts of Yeowonmoo. In addition, they were aware of 'o-sin' that led by Hojang as a fancy dress parade in a carnival, and that is recognized as a component of Jain-Danoje, so there was other text which is different from our own festival.

• Korean journal of communication and information
• /
• v.70
• /
• pp.35-65
• /
• 2015

This paper is consisted of the thesis that the decontextualized limitation of media cultural studeis in Korea should be overcome by walking into and linking with today's urban crisis and everyday life. It proposes us to become the flaneurs who do not hesitate to go to, think of, and experience actively the city in crisis under the capital/state domination. It's conclusion would be that we must practice participation observation at the fields and thus recover the critical element of cultural studies writing, by entering into the city and seeing at the features of crisis routinely expressed and symptomatically appear in there. For and before this, the author will first of all pay attention to John Fiske in later period, who was merely perceived and falsely regarded as an active audience theorist. He will also review de Certeau from whom Fiske has borrowed the concept of tactics, and Berman who has further practiced the very spatial tactic. The paper is prepared so as to expand the ideas and thoughts of them who have gone beyond the boundary of text, audience and onto the context of urban space. It's goal is much more than rescuing, recovering Fiske's alternative trajectory. It tries to reconstruct the tradition of urban media cultural studies critically connected with the dangerous, life-threatening capitalist condition. Furthermore, by filling up the theoretical vacuum left behind disconnected and cut away from Fiske, it attempts to find a vision, prospect of cultural studies that will actively engage themselves dialectally with dangerous yet hopeful life of the city and its popular masses.