• Title, Summary, Keyword: Discrete mathematics

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Implementing Discrete Mathematics in the 7th Elementary and Secondary School Mathematics Curriculum of Republic of Korea (이산 수학 제7차 교육과정의 구현 방안 연구)

  • 이준열
    • The Mathematical Education
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    • v.41 no.1
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    • pp.127-137
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    • 2002
  • Discrete Mathematics is newly introduced into the 7th Elementary and Secondary School Mathematics Curriculum of Republic of Korea. Every high school can choose Discrete Mathematics as an optional course from year 2002, but mostly from year 2003. According to its characteristics and objectives in the curriculum, we should know how to implement Discrete mathematics. But it is hard to predict whether Discrete Mathematics will be successful or not, since many studies have shown the lack of readiness for the course. In this study, we analyze the Discrete Mathematics text book developed recently in 2002. Then we see how Discrete Mathematics can be implemented. First, we suggest how the contents in the Discrete Mathematics text book are related to the mathematical values. This will clarify instruction and learning methods in Discrete Mathematics classrooms. Secondly, rich and various discrete contents should be taught. Students should appreciate the realistic merits of discrete mathematics. Thirdly, evaluation methods and their examples will be presented based upon the contents of she text. The evaluation that distinguishes individual achievement levels is closely related with implementation of Discrete mathematics in schools. Finally, we point out the weakness of Discrete Mathematics contents in the 7th curriculum to prepare ourselves for the 8th curriculum.

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A Study on the Teaching and Learning of Discrete Mathematics in the 7th Mathematics Curriculum (제7차 교육과정의 이산수학 교수-학습에 관한 연구)

  • Kim Nam Hee
    • School Mathematics
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    • v.7 no.1
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    • pp.77-101
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    • 2005
  • This study is a discussion of the teaching and learning of discrete mathematics in school mathematics. In this study, we summarized the importance of discrete mathematics m school mathematics. And we examined instruction methods of discrete mathematics expressed in the 7th mathematics curriculum. On the basis of analysis for teaching cases in previous studies, we proposed four suggestions to organize discrete mathematics classroom. That is as follows. First, discrete mathematics needs to be introduced as a mathematical modeling of real-world problem. Second, algorithm learning in discrete mathematics have to be accomplished with computer experiments. Third, when we solve a problem with discrete data, we need to consider discrete property of given data. Forth, discrete mathematics class must be full of investigation and discussion among students. In each suggestion, we dealt with detailed examples including educational ideas in order to helping mathematics teacher orgainzing discrete mathematics classroom.

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학교에서의 이산수학과 그 역할에 관한 연구

  • 한길준
    • Journal for History of Mathematics
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    • v.16 no.1
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    • pp.45-62
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    • 2003
  • The goals of a major reform effort are to enable us to educate informed citizens who are better able to function in our increasingly technological society. Discrete mathematics is an exciting and appropriate vehicle for working toward and achieving these goals. it is an excellent tool for improving reasoning and problem solving skills. Discrete mathematics has many practical applications that are useful for solving some of the problems of our society and that are meaningful to our students. Its problems make mathematics come alive for students, and help them see the relevance of mathematics th the real word. To build up the role of Discrete mathematics in the school, this study is to investigate various theories and curricula related to discrete mathematics, and to collect a great deal of valuable material that will help teachers introduce discrete mathematics in their classrooms. In conclusion. mathematics teachers will find the need and importance of why and how discrete mathematics can be introduced into their curricula by this study.

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Research on the Teaching Method for the Discrete Mathematics in School (학교수학에서 이산수학 교수 방안 연구)

  • 한근희
    • Journal of the Korean School Mathematics Society
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    • v.6 no.2
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    • pp.87-99
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    • 2003
  • As the development of computer science discrete mathematics has been developed accordingly. Discrete mathematics is one of the vital element for the development of the computer and IT technologies since it is the theoretical basis for these field of technologies. Currently, according the Seventh Curriculum Standards in Mathematics, high school students may participate in the class of discrete mathematics as one of their optional curriculum. However, discrete mathematics is a new to the most students in high school. Therefore, the teaching methods for the class of discrete mathematics must be carefully designed so that students acknowledge the importance of this new subject. For this purpose, we first show that why the algorithm is needed and then analyze the problem involved in the method of the traditional matrix multiplications. Finally, we suggest two matrix multiplication algorithms which are more efficient than the traditional method.

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The Comparison of Educational Contents between Korea and Foreign Countries (한국과 외국의 이산 수학 교육 내용 비교)

  • 한진규;서종진;홍지창
    • Journal of the Korean School Mathematics Society
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    • v.5 no.2
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    • pp.59-70
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    • 2002
  • In case of Korea, while discrete mathematics is included in the traditional school curriculum the 7th Educational Reform adds a new topic of Graph Theory making it an optional subject of highschool mathematics. However, a systematic research on the curriculum of discrete mathematics is still unsatisfactory. This study is focused on comparing the curriculum of discrete mathematics in Korea with that of other countries including the United States, Britain, Japan, and Canada. Consequently, it looks into problems concerning the school curriculum of discrete mathematics in Korea to devise a proper measure to improve.

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A Study on Learning Program of Discrete Mathematics for Training of Mathematics Teacher of Secondary Schools (중등 교사 양성을 위한 이산수학 강좌에 대한 연구)

  • 이재학
    • The Mathematical Education
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    • v.42 no.4
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    • pp.579-588
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    • 2003
  • The main purpose of this work is to propose programs of discrete mathematics for the department of mathematics education of teacher training universities. There is a description of the characteristics, goal, syllabus and contents of discrete mathematics course for pre-service teacher, followed by principles for teaching the subject.

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An Analytic Study on the Elementary School Mathematics Textbooks via Discrete Mathematics (이산수학적 관점에서의 초등수학교과서 분석 연구)

  • Choi Keunbae;Kang Mun-Bo
    • Education of Primary School Mathematics
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    • v.9 no.1
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    • pp.11-29
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    • 2005
  • Discrete mathematics is as important as it was reformed as an optional subject in the middle school and high school in the 7th national curriculum. There are a lot of studies about discrete mathematics in the middle course but studies about it in elementary course has little performed. Therefore, the purpose of this paper is to analyze the concept of discrete mathematics, which is hidden in the mathematics textbook of elementary school and to develop the learning materials of discrete mathematics. Through this, it would make the students to have the sharp insight in their daily lift and mathematical experience by learning: the mathematical inquiry and adaptation.

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A Study on the Difficulties of Pre-service Mathematics Teachers in the Discrete Mathematics Learning (예비 수학교사들이 이산수학 학습에서 겪는 어려움 분석)

  • Rim, Haemee;Jeon, Youngju
    • Journal of the Korean School Mathematics Society
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    • v.23 no.1
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    • pp.89-109
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    • 2020
  • This study aims to improve teacher education by analyzing the causes and backgrounds of which pre-service mathematics teachers experience learning difficulties on the topic of discrete mathematics. To this end, we conducted a questionnaire and an evaluation on the topic of discrete mathematics, and the obtained data were analyzed. The results show that (1) pre-service mathematics teachers need to share their perceptions of the need for discrete mathematics education; (2) a review of the adequacy of the discrete mathematical content and its credits are required; (3) the causes of their learning difficulties need to be looked at from a different perspective than the learning factors. And two implications were obtained. First, it is necessary to study the systematicity and sequence of content elements of discrete mathematics in the aspect of its continuity of curriculum of secondary school and university. Second, it is required consideration for adjusting the ratio of discrete mathematics to secondary teachers' employment examination.