• East Asian mathematical journal
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• 제36권4호
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• pp.437-454
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• 2020

The purpose of this study is to develop a mathematical assessment and correction materials according to the mathematics learning hierarchy. The scope of the study is set to 'function' in 7th grade of middle school. The researchers developed a draft of the mathematical assessment and correction materials based on the mathematics learning hierarchy through the pilot test and the expert review. Using the results of the expert review, the researchers modified and supplemented the math assessment and correction materials to produce the final version. The mathematics assessment and correction material developed in this study is expected to build an effective guidance system for students with mathematics deficits. In addition, by presenting a mathematical assessment and correction materials to the teachers in the field, it is possible to reduce the effort for the management of underachievers and to provide guidance for the education of students with a lack of math learning.

• East Asian mathematical journal
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• 제27권2호
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• pp.243-259
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• 2011

The Yang-Hui arithmetic(楊輝算法) is a crucial textbook on mathematics for make out the Orient mathematics. In this thesis, compare the Yang-Hui arithmetic and the part of the equation and the function both in the middle school mathematics of the 7th Educational Curriculum Revision. As well, drawing a parallel between two things is the solution that had given in the Yang-Hui arithmetic and have given in the middle school textbook of the 7th Educational Curriculum Revision.

• East Asian mathematical journal
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• 제33권4호
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• pp.333-351
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• 2017

Schools are expected to ultimately moderate the difference of inequality issues among social groups and reduce the achievement gaps. This study investigates this expectation, in particular, how students' mathematics achievements are influenced by their parents' education at the individual level and by collective responsibility for teaching at the school level as well as the interaction of the two. Using a two-level hierarchical linear model, this study indicates that a school collective responsibility has a larger positive effect on students' mathematics achievement when their parents' education level is high. This means that school's collective responsibility accelerates inequity in students' mathematics achievement. Knowing that collective responsibility has less of an effect on students whose parents' education is not high, researchers, schools, and school districts should continue to search for school effects that have more of a positive impact on the relationship between mathematics achievement for students whose parents' education is not high in order to have more equitable results for all students.

• East Asian mathematical journal
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• 제33권4호
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• pp.467-482
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• 2017

This paper studies the relationship between the college entrance examination scores and college mathematics achievements of the freshman, who are the students of college of technology and management in Yanbian University, by employing statistical analysis. First of all, we start from the correlation analysis of the majors and regions of students. Secondly, with gender and region as the classification, we divide the sample into two parts and test the mean significance, and we find that not only different gender but also different region have significant differences to college mathematics achievements. Thirdly, we use the college entrance examination scores as independent variable, and college mathematics achievement as the dependent variable to establish regression model. The model provides a realistic basis for the education department of our school, and provides reference value for the other major research.

• East Asian mathematical journal
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• 제37권4호
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• pp.481-497
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• 2021

The importance of statistics in everyday life and work place has led to calls for an increased attention to statistical literacy in the mathematics curriculum both internationally and domestically. While professional organizations and researchers propose perspectives towards and models of statistical literacy, conceptions and elements of statistical literacy vary. This study examines how mathematics textbook questions fulfill the requirements of statistical literacy by employing two models: Watson's model focusing on understanding of statistical language and Curcio's model on data interpretation aspects of statistical literacy. For this, a total of 872 problem questions presented in the statistics units of from ten textbooks for the middle school year 1 mathematics were analyzed.

• East Asian mathematical journal
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• 제38권4호
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• pp.439-461
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• 2022

Since 2022, textbooks in elementary school mathematics have been converted from national textbook system to authorization system, but it is pointed out that the composition of these new textbooks is almost the same as the existing national textbooks and the advantages of the authorization system cannot be utilized. Therefore a need has been raised to find out the composition of foreign textbooks. In order to compare the internal system of elementary mathematics textbook composition in Korea and Japan, Wakuwaku Sansu, one of Japan's elementary mathematical textbooks was analyzed and compared with Korean textbooks. As a result of the analysis, it was found that Japanese textbooks have more flexibility in the composition of the unit, the number of hours of the unit, the introduction of special lessons, and emphasis. This analysis will promote the diversity and creativity of the composition of elementary mathematics textbooks in Korea, providing implications for more efficient textbook compilation.

• East Asian mathematical journal
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• 제25권3호
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• pp.229-245
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• 2009

G. Cantor gave a deep influence to the society of mathematics in many ways, especially in the set theory. It is important for gifted and talented high school students in mathematics to understand the Euler constant and the fractal dimension of the Cantor set in a heuristic sense. On the historic basis of mathematics and the standard of high school students, we give the teaching method for the talented high school student to understand them better. Further we introduce the Riesz-N$\acute{a}$gy-Tak$\acute{a}$cs distribution and its first moment. We hope that from these topics, the gifted and talented students in mathematics will have insight in the analysis of mathematics.

• East Asian mathematical journal
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• 제39권2호
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• pp.251-270
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• 2023

This study examined what questions posed, and for arranging the matters, what decisions made, what practices put into by elementary preservice teachers during his or her enacting and reflecting mathematics teaching. Analysis of the study focused on the mathematics instructions practiced by four participants in practicum for senior students. Their own questions raised by each one in the instructional designs, performances, and reflections were picked out and categorized by five dimensions of mathematics instruction; the nature of classroom tasks, the role of the teacher, the social culture of the classroom, mathematical tools as learning supports, and equity and accessibility. Their instructional decision-makings and action-takings for answering to these questions were analised.

• East Asian mathematical journal
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• 제40권2호
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• pp.231-265
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• 2024

Achieving something in learning is a very important task. Due to its significance, extensive research has been conducted over a long period to determine what factors influence learning. In the field of mathematics, such research has been continuously carried out, and as a result, it has been revealed that cognitive, affective, and socio-environmental factors influence mathematics learning. However, most of these studies were based on one or two variables, and thus, they did not comprehensively examine the factors affecting mathematics learning. Therefore, this study aims to synthesize the existing research to comprehensively derive the factors influencing mathematics learning.

• 한국학교수학회논문집
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• 제19권4호
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• pp.441-457
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• 2016

본 연구에서는 대표적인 역량 평가인 PISA 2012의 결과를 토대로 동아시아 상위 성취국인 우리나라, 싱가포르, 일본의 인지적 성취 특성을 살펴보았다. 수학 평가틀의 하위요소와 문항 유형별로 정답률과 효과 크기를 분석한 결과, 우리나라는 싱가포르보다 13개 하위요소 모두에서 낮은 성취를 보였으며, 일본과는 '개인적' 맥락을 제외한 12개 하위요소에 대해 높은 성취를 보였다. 그러나 5수준 이상의 상위 수준 학생을 대상으로 한 결과에서는 하위요소별로 특징적인 결과를 확인할 수 있었다. 5수준 이상의 비율은 싱가포르, 우리나라, 일본 순의 비율을 보였으나, 평가틀의 하위요소별 결과에서는 우리나라는 싱가포르보다 '양', '이용하기'의 성취가 높았으며, 일본과 비교하여 '과학적' 맥락, '공간과 모양'과 '양' 영역, '형식화하기'와 '해석하기', '선다형' 문항에 대해서는 상대적으로 약점을 보였다. 이상의 결과를 토대로한 제언은 다음과 같다. 우선 우리나라 학생들의 수학적 지식에 대한 통합적 이해를 높일 수 있도록 수학 소양에 대한 기초 연구를 수행하고 이를 토대로 교육과정 및 교과서를 개발해야 할 것이다. 또한 상위 수준 학생들의 수학적 모델링 역량 신장을 위한 교수 학습 방안을 마련할 필요가 있다.