• Research in Mathematical Education
• /
• v.6 no.2
• /
• pp.145-158
• /
• 2002

Recently a new type of educational method through the internet, distance education, has been developed with technology development. To find out any complement between distance education and traditional in-class education, a series of study with junior high school mathematics were conducted. Both distance education and in-class education have merits and shortcomings. Some advantages with distance education shown from the study can be used for complement to in-class education depending on the contents and subjects. Distance education in mathematics education can be a good turning point for future education.

• Proceedings of the Korea Society of Mathematical Education Conference
• /
• 2010.04a
• /
• pp.237-247
• /
• 2010

Concordance of high school courses of mathematics and physics is a long-known and still-unsolved problem, at least in Russia. Lyceum "Physical-Technical High School" exists for more than 20 years and endeavors to solve this problem. During this work, Lyceum teachers worked out certain ideology of educational content as well as methods of teaching specific topics. Textbooks and workbooks have been written for the Lyceum students by the Lyceum teachers (or in collaboration with them). This article reports on the cumulate experience of the Lyceum in mathematical education of future physicists.

• Research in Mathematical Education
• /
• v.14 no.1
• /
• pp.67-77
• /
• 2010

Concordance of high school courses of mathematics and physics is a long-known and still-unsolved problem, at least in Russia. Lyceum "Physical-Technical High School" exists for more than 20 years and endeavors to solve this problem. During this work, Lyceum teachers worked out certain ideology of educational content as well as methods of teaching specific topics. Textbooks and workbooks have been written for the Lyceum students by the Lyceum teachers (or in collaboration with them). This article reports on the cumulate experience of the Lyceum in mathematical education of future physicists.

• Research in Mathematical Education
• /
• v.27 no.1
• /
• pp.49-73
• /
• 2024

This study aims to explore the direction of high school statistics education in Korea through a comparative analysis between the revised 2022 Korea mathematics curriculum and the IBDP Mathematics: Application & Interpretation Standard Level (IBDP AI SL) Curriculum and textbooks. The study seeks to investigate the Statistics unit of the two curricula, compare chapter structures and content elements of textbooks, and explore exercises on modeling and utilization of technology tools. The results are as follows: First, the IBDP AI SL statistics covered a broader range of topics. Second, exercises in Korean high school textbooks typically inquire about one or two questions in each topic, whereas the IBDP AI SL textbook's exercises present a real-life scenario on all relevant topics through sub-questions. Third, the Korean textbook guides the utilization of technology tools only in exercises presented after completing the entire chapter or where the calculation is complex. Also, there were only a handful of modeling exercises in the Korean textbook in contrast to most of the lessons and exercises were modeling exercises in the IBDP AI SL textbook. If these findings can be integrated into teaching practices in Korea, it will provide a direction for statistics education in Korean high schools.

• Journal of the Korean School Mathematics Society
• /
• v.5 no.1
• /
• pp.135-145
• /
• 2002

Technical high school aims at educating students to acquire fundamental skill and technology required for being competent technicians, to be creative in adjusting themselves to the changing industrial society, and to do self-realization and find their ways toward the future on their own. To attain that goal and maximize learning effect, mathematics education is very important as prerequisite learning for technical subjects, as most technical courses in technical high school are basically based on mathematics. The purpose of this study was to discuss how mathematics education could be successfully linked to technical courses in an attempt to make it function properly as prerequisite learning for major subjects and facilitate students' technical learning. For that purpose, what problems the mathematics components of major subjects and the curriculum had was examined and the way to offer better education was presented. And there are some suggestions regarding mathematics education: First, technical mathematics should be newly inserted into technical high school curricula to help students learn major subjects in more efficient way. Second, most technical high schools are expected to just require tenth graders to complete a 10-stage mathematics course. In that case, they might find difficulties in learning major subjects when they are in their 11st and 12th grade. The curriculum should be designed to have 11st and 12th graders take mathematics education. Third, many students find a job after graduation, but the growing number of students go on to university to receive more education in the same field. Accordingly, there is a need to enlarge continuous progress plan, rather than completion-type one, to make students well-grounded technically. And mathematics should be taught in more classes as prerequisite subject for major courses. Fourth, mathematics elements necessary for each major subject should be outlined and announced to schools so that they could reorganize mathematics and major courses appropriately.

• East Asian mathematical journal
• /
• v.32 no.2
• /
• pp.233-251
• /
• 2016

This study aims to investigate the presence/absence of subjects in the area of finance insurance sector in the past and corresponding areas of the courses in accordance with the reform of Korean school mathematics curriculum. In addition, the study had analyzed the linkage to the curriculum of the subjects for the Junior High, and High School in accordance with the school mathematics as mathematical knowledge base. As the results of this study, it was identified that the knowledge of mathematical contents addressed in the school mathematics education had a very high connectivity as basic mathematical knowledge to understand and utilize high level of the insurance mathematics required for the job performance in the finance insurance sector.

• Journal of the Korean School Mathematics Society
• /
• v.25 no.2
• /
• pp.175-194
• /
• 2022

This study intends to suggest implications by comparing the high school mathematics curricula between Korea and the UK ahead of the 2022 revision of the mathematics curriculum. The UK has revised assessments to emphasize mathematics after age 16 since 2017. Thus, in this study, the contents of Key Stage 4, Core Maths and A-level, which correspond to the UK high school mathematics curriculum, were examined and compared with Korean high school math subjects. In the UK, mathematics education is more emphasized at the high school level. The national curriculum emphasized 'numeracy and mathematics', and students' selection for mathematics courses were expanded. In order to prepare for the future society, new mathematics subjects and evaluations were developed and implemented, and the A-level mathematics was improved. In addition, the subject-centered content was developed and continuously handled from Key Stage 3 to the high school stage. It was structured to facilitate mathematics' internal and external connection by linking it with the subjects of other areas.

• East Asian mathematical journal
• /
• v.33 no.4
• /
• pp.333-351
• /
• 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.

• Research in Mathematical Education
• /
• v.19 no.2
• /
• pp.141-153
• /
• 2015

This paper compares and contrasts the perspectives of effective mathematics teaching by 135 elementary school teachers, 132 middle school teachers, and 124 high school teachers using a questionnaire in South Korea. All groups of teachers chose in common the teaching and learning strand as the most important for effective mathematics instruction. However, elementary school teachers placed greater importance on the curriculum and content strand than their counterparts did. Elementary school teachers tended to agree more upon the 48 items related to good mathematics teaching than their counterparts did. The similarities and differences among the groups of teachers are expected to provoke discussion of what constitutes high-quality mathematics instruction and how such perspectives may be situated in the socio-cultural context.

• Journal for History of Mathematics
• /
• v.19 no.3
• /
• pp.147-156
• /
• 2006

The purposes of this study are that understand vocational high school student's scholastic ability, dream and conception about mathematics exactly and that we find a educational mathematics program suitable to vocational high school student. Through this improvement of the curriculum in vocational high school, we will find the way that increase efficiency.