• Journal for History of Mathematics
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• v.29 no.1
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• pp.17-30
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• 2016

This study focused on the selection and application of mathematical problems to provide mathematically challenging tasks for the gifted elementary students. For the selection, a mathematical problem from <算術管見> of Joseon dynasty, '圓容三方互求', was selected, considering the participants' experiences of problem solving and the variety of approaches to the problem. For the application, teaching strategies such as individual problem solving and sharing of the solving methods were used. The problem was provided for 13 mathematically gifted elementary students. They not only solved it individually but also shared their approaches by presentations. Their solving and sharing processes were observed and their results were analyzed. Based on this, some didactical considerations were suggested.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.563-588
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• 2015

In elementary school, didactical transposition is inevitable due to several reasons. In mathematics, addition and multiplication are taught as binary operations, subtraction and division are taught as unary operations. But in elementary school, we try to teach all the four operations as binary operations by didactical transposition. In 'Mastering' the concepts of the four operations, the way of concept introduction is dealt importantantly. So it is different from understanding the four operations. In this study, we analyzed the four operations of natural numbers and fractions from two perspectives: concept understanding (how to introduce concepts and how to choose an operation) and connection between the operations. As a result, following implications were obtained. In division of fractions, students attempted a connection with multiplication of fractions right away without choosing an operation, based on the situation. Also, to understand division of fractions itself, integrate division of fractions presented from the second semester of the fifth grade to the first semester of the sixth grade are needed. In addition, this result can be useful in the future textbook development.

• Journal of the Korean School Mathematics Society
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• v.8 no.1
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• pp.89-100
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• 2005

This study is to compare contents of mathematics textbooks of Korea and Russia laying stress on topic 'congruence of triangles'. We analyze and compare contents description system, relation between congruent conditions of triangles and construction problem, and jestification methods of congruent conditions of triangles in Korean and Russian mathematics textbooks.

• The Mathematical Education
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• v.57 no.4
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• pp.413-431
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• 2018

In this study, I developed an activity oriented lesson to support the understanding of probabilistic and quantitative estimating population ratios according to the standard statistical principles and discussed its implications in didactical respects. The developed activity lesson, as an efficient physical simulation activity by sampling with replacement, simulates unknown populations and real problem situations through completely closed 'Closed Box' in which we can not see nor take out the inside balls, and provides teaching and learning devices which highlight the representativeness of sample ratios and the sampling variability. I applied this activity lesson to the gifted students who did not learn estimating population ratios and collected the research data such as the activity sheets and recording and transcribing data of students' presenting, and analyzed them by Qualitative Content Analysis. As a result of an application, this activity lesson was effective in recognizing and reflecting on the representativeness of sample ratios and recognizing the random sampling variability. On the other hand, in order to show the sampling variability clearer, I discussed appropriately increasing the total number of the inside balls put in 'Closed Box' and the active involvement of the teachers to make students pay attention to controlling possible selection bias in sampling processes.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.633-658
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• 2010

This study aimed to analyze the debate on the Elementary School Mathematics Contents in the new National Elementary Mathematics Curriculum developed in 2006. With this, the feature of the new National Mathematics Curriculum compared with the past 7th National Elementary Mathematics Curriculum was investigated. And the drafts on developing the new National Elementary Mathematics Curriculum were investigated as well. Three main controversies were identified. The first controversy was related to the item which had been dealt in middle school curriculum and moved to elementary school in the new National Mathematics Curriculum (e.g. equations, direct proportion and inverse proportion). The second one was related to the order of teaching fraction. The third one was related to the fact that problem solving became one of the five domains in Elementary School Mathematics Curriculum. Those controversies came from a basic belief on the ranges and depths of elementary school mathematics, didactical point of view, or thoughts on what should the content in the National Mathematics Curriculum be. The issues and suggestions that were discussed in this paper might serve to improve the National Mathematics Curriculum.