• School Mathematics
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• v.7 no.2
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• pp.169-192
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• 2005

The purpose of this study is to provide the conformity for developing project-based teaching$\cdot$learning materials for the mathematically gifted students. And this study presents development procedural model in order to improve the effectiveness, analyze its practical usage and examine the verification of the developed materials. It made the following results regarding the development of project-based teaching$\cdot$learning materials for gifted children in mathematics. First, it is necessary to provide appropriate teaching$\cdot$learning model to develop the materials, and the materials should be restructured to be available to other level students. Second, it is suggested to develop a prototype in order to develop teaching$\cdot$learning materials for gifted children in mathematics, further the prototype needs to be restructured until it satisfies theoretical frame. Third, an introduction should be made before the activity to perform the projects effectively. Fourth, a teacher's guidance should introduce children's examples corresponding to the objectives of learning, the examples of topics examined by students, and teacher's manual and attention for teaching. This study has a point of presenting the detailed guidelines with regards to development of teaching$\cdot$learning materials for gifted students in mathematics. This study has a point of presenting the detailed guidees with regards to development of teaching$\cdot$learning materials for gifted students in mathematics.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.317-345
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• 2006

The purpose of this paper is to provide readers related to mathematics education with information and guidelines on 'Teaching and Learning Materials for Differentiated Instruction in Mathematics'. This paper is generally comprised of two parts. The one part is basically focused on understanding the meaning of differentiated education. The focus of the other part is on developing differentiated instructional materials for mathematics, according to the following procedures: 1. Analyzing the current differentiated mathematics curriculum and textbooks 2. Drawing a framework for developing the differentiated teaching and learning materials, and planning the procedure of developing the materials in detail. 3. Developing, checking, and revising the materials 4. Proposing how to utilize the materials effciently and effectively in class

• The Mathematical Education
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• v.48 no.3
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• pp.303-328
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• 2009

In this study, we developed the teaching methods using manipulative materials to teach regular polytopes, and applied these to first-year student of middle school who is attending the extra math class. In that class, we focused on the change of the mathematical representations -especially verval, visual and symbolic representations- and mathematical behavioral. By analyzing characterstics the students' work sheets, we obtained affirmative results as follows. First, manipulative materials played an important role on drawing a development figure of regular polyhtopes describing the verval representation definition of regular polytopes. Second, classes utilizing manipulative materials changed students verbalism level of representations the definition of regular polytopes. For example, in the first class about 60% of students are in the $0{\sim}2$ vervalism level, but in the third class, about 65% of students are in the $6{\sim}7$ level. Third, classes utilizing manipulative materials improved visual representation about development figure. After experiences making several development figures about regular octahedron directly, and discussion, students found out key points to be considered for draws development figure and this helped to draw development figures about other regular polytopes. Fourth, students were unaccustomed to make symbolic representations of regular polytopes. But, they obtained same improvement in symbolic representations, so in fifth the class some students try to make symbol about something in common of whole regular polytopes. Fifth, after the classes, we have significant differences in the students, especially behavioral characteristics in II items such as mind that want to study own fitness, interest, attachment, spirit of inquiry, continuously mathematics posthumously. This means that classes using manipulative materials. Specially, 'mind that want to study mathematics continuously' showed the biggest difference, and it may give positive influence to inculcates mathematics studying volition while suitable practical use of manipulative materials. To conclude, classes using manipulative materials may help students enhance the verbal, visual representation, and gestates symbol representation. Also, the class using manipulative materials may give positive influence in some part of mathematical behavioral characteristic. Therefore, if we use manipulative materials properly in the class, we have more positive effects on the students cognitive perspect and behavioral cteristics.

• Communications of Mathematical Education
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• v.30 no.4
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• pp.469-497
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• 2016

In this research, we develop a systematic learning the materials on constructibility of cubic roots. We propose two sets of materials: one is based on concepts of field, vector space, minimal polynomial in abstract algebra, another based on properties of cubic roots in elementary algebra. We assess the validity, applicability, defects and merits of developed materials through prospective teachers, in-service teachers, and professionals. It could be expected that materials be used for advanced secondary students, mathematics majoring college students and mathematics teachers. Furthermore, we may expect the materials be useful for understanding and solving the (un)constructibility problems.

• Journal of the Korea Convergence Society
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• v.8 no.7
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• pp.331-339
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• 2017

Mathematics has kept the relationships with other studies constantly. However, there is not many researches about the integrated teaching-learning materials for mathematics. In this paper, we review the integrated learning theories and domestic research trends of the integrated learning for the mathematics. Through the literature review, we survey the integrated teaching-learning materials, which integrate the mathematics and other subjects for the secondary school. As a result, it can be seen that integrated teaching-learning materials of mathematics and science, social studies, arts, physical education, and korean literature have recently been developed to help raise awareness of the usefulness of mathematics. Further study on the revision and supplementation of these materials should be carried out based on this paper.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.629-656
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• 2014

This study developed teaching and learning materials for an integrated education program of probability and genetics in the light of connections between mathematics and biological science. It also analysed characteristics of high school students' mathematical activities which appeared while the students took part in lessons where the developed materials were contributed in order to teach them. To achieve the aim, this study firstly specified five details for the development of the materials based on the results of previous research and extracted contents of probability and genetics which had the possibility of being taught in the integrated education program by examining the text books. After embodying the teaching materials according to the five details and the extracted contents, the researchers implemented 10 lessons by using the materials. This study elaborated some implications for a succeeding integrated education of mathematics and biological science in term of anlaysis results of features from the students' mathematical understanding and attitudes emerging in the lessons.

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.57-70
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• 2007

This study is aimed at the improvement of the teaching mathematics via the use of the mathematical history based on the learning stages which are understanding the problem, seeking after and solving the problem, application and development, and understanding the homeworks. General questions of this study are as follows according to the purpose of this study: First, we develop materials to use the teaching and learning stages which are understanding the problem, seeking after and solving the problem, application and development, and understanding the homeworks. Second, we search the effective methods for using materials which are developed in this study. Third, we apply materials to the teaching and learning mathematics. To answer the problems, 1 class students of the 4th grade in Gwangju participated in this study. Teaching and learning which uses mathematical history based on the learning stages is performed. The following results were obtained in this research. First, the teaching and learning using materials which is related to mathematical history is effective in improvement of students' mathematical ability. Second, the teaching and learning using material which is related to mathematics history is effective in improvement of students' mathematical attitude. In special, mathematical attitude of students who are involved in learning using materials which is related to mathematical history is more positive than that of general students using traditional teaching methods. Lastly, generalization of newly developed materials should be done to get more development and upgrade.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.467-482
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• 2023

In this paper, we present our new teaching and learning materials on gradient descent method, which is widely used in artificial intelligence, available for college mathematics. These materials provide a good explanation of gradient descent method at the level of college calculus, and the presented SageMath code can help students to solve minimization problems easily. And we introduce how to solve least squares problem using gradient descent method. This study can be helpful to instructors who teach various college-level mathematics subjects such as calculus, engineering mathematics, numerical analysis, and applied mathematics.

• The Mathematical Education
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• v.53 no.3
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• pp.435-447
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• 2014

Recently, the interdisciplinary integration and story-telling are often mentioned in mathematics education. It is probably because they might be helpful to students for positive attitude for mathematics. In this research, through brief discussion mathematics related with wallpaper patterns, we try to integrate mathematics and design, and eventually develop the teaching/learning materials for experience activities and story-telling.

• The Mathematical Education
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• v.41 no.1
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• pp.19-34
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• 2002

The 7th national mathematics curriculum lays emphasis on an interrelation of several subjects and a connection between mathematics and real life. In this reason, this study focuses on the enhancement of sound understanding nuclear energy which is one of important factor(concepts or contents) dealt with in the other subjects such as science, environment, social studies, etc.. Recently, even though it is insistent that nuclear energy be so important and request in the future society, there are still strong pro and cons regarding the use of it. In this study, teaching-and-learning materials were developed dealing with using nuclear energy, and consequently they might be used in math class for the purpose of enhancement of mathematical learning ability and of recognition on nuclear energy. In this study, Material 1 included a matter of the necessity for nuclear power plants using the ratio concept, and Material 2 did on a matter of the efficiency of nuclear energy and the unclear of nuclear power plants using ratio-graph, in the elementary and upper school mathematics. Material 3 focused on a matter of the principles of nuclear power plants using the properties of exponential law in high school mathematics. Ultimately, it is hoped in the study that more diverse instructional materials dealing with diverse situations inside and outside mathematics would be developed.