• Research in Mathematical Education
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• v.27 no.2
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• pp.223-239
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• 2024

The integration of coding and mathematics education, known as coding-integrated mathematics education, has received much attention due to the strength of Artificial Intelligence-based Science, Technology, Engineering, Arts, and Mathematics (AI-based STEAM) education in improving students' affective domain. The present study investigated the effectiveness of coding-integrated mathematics education on students' development of affective mathematics engagement. Participants in this study were 86 middle and high school students who attended the coding-integrated mathematics program. Surveys of students' affective mathematics engagement were administered before and after the intervention period. The results showed that students' affective mathematics engagement was statistically significantly improved through coding-integrated mathematics education. In particular, students exhibited increased positive affective mathematics engagement in terms of mathematical attitude, emotion, and value. These findings indicate the positive influence of coding-integrated mathematics education on students' learning in mathematics.

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.423-443
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• 2017

In this paper, In this paper, we study the recognition of undergraduate students and professors about the relation between mathematics learning contents of high school liberal arts course and major fields of college of business administration. We chose 155 undergraduate students and 6 professors at college of business administration in M university and investigate their recognition about the relation between mathematics learning contents of high school liberal arts course and major fields of college of business administration. We found following facts. First, mathematics education in high school should be based on understanding of mathematical conceptions and principles rather than problem-solving skills to intensifying the relation between mathematics of high school liberal arts course and major fields of college of business administration. Second, we have impressed upon them, whom are going to college of business administration, the need for more mathematics to study a major field.

• The Mathematical Education
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• v.53 no.1
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• pp.41-55
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• 2014

In recent years, there has been increasing interest in the pedagogical importance of counter-examples that contradict statements about mathematics education research and the curriculum revision process for high school mathematics courses. Using a literature research method, this study analyzed views about counter-examples according to a method of approach to statements and the classification of counter-examples and their criteria. The study also described the learnability of the content of counter-examples presented in Korean secondary school mathematics textbooks. The results showed that generating many counter-examples enables learners to understand mathematical concepts exactly, construct links between mathematical contents, and have flexible thoughts about mathematical objects. Considering the learnability of counter-examples, the contents of counter-examples in school mathematics textbooks are needed for mathematics teachers and students to generate numerous counter-examples and verify the justification of generating counter-examples in various manners.

• The Mathematical Education
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• v.52 no.3
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• pp.319-334
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• 2013

This study is a literature research on critical mathematics education. In this study, we analyzed the literature about critical theory and critical education, especially focused on Freire's educational works. And also, we reviewed studies and lesson examples about critical mathematics education. The purpose of this research is to improve understanding about critical mathematics education. We found the connection between the goals, teaching methods and contents of critical mathematics education and Freire's theory of critical pedagogy. Critical mathematics lessons stimulated student's sense of social agency and induced student's inquiry. Critical mathematics education has a merit on aspect of mathematical connection and communication by adopting social issues and student's discussion in mathematics lessons. Although there are many obstacles to overcome, critical mathematics education is one of the educational direction to seek.

• The Mathematical Education
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• v.63 no.2
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• pp.209-231
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• 2024

The education sector is undergoing significant changes due to the Fourth Industrial Revolution and the advancement of artificial intelligence. Particularly, the importance of education based on artificial intelligence is being emphasized. Accordingly, the purpose of this study is to develop a statistics education program using deep learning prediction in high school mathematics and to examine the impact of such statistically problem-solvingcentered statistics education programs on high school students' statistical literacy and computational thinking. To achieve this goal, a statistics education program using deep learning prediction applicable to high school mathematics was developed. The analysis revealed that students' understanding of context improved through experiencing how data was generated and collected. Additionally, they enhanced their comprehension of data variability while exploring and analyzing various datasets. Moreover, they demonstrated the ability to critically analyze data during the process of validating its reliability. In order to analyze the impact of the statistics education program on high school students' computational thinking, a paired sample t-test was conducted, confirming a statistically significant difference in computational thinking between before and after classes (t=-11.657, p<0.001).

• Communications of Mathematical Education
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• v.20 no.4 s.28
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• pp.595-602
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• 2006

In this paper we study an application of elementary symmetric polynomials related to transformation of homogeneous symmetric polynomials, factorization of polynomials, solving equation using elementary symmetric polynomials at the level of school mathematics.

• School Mathematics
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• v.5 no.1
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• pp.27-42
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• 2003

The current 7th National Mathematics Curriculum had been developed as a learner-centered curriculum and begun to apply to high school since 2002. This paper discusses issues related to the high school mathematics curriculum application into high school. The mathematics curriculum for grades 11 and 12 was developed primarily as a learner-centered one to provide five elective courses according to the needs of students based on their future occupation and attitudes. Discussion starts with the differences of the five elective courses: the three of them have dependent and sequential structure and the two are totally different with regards to their levels of difficulty and the content they span. It is claimed that the frameworks of the 2005 National Ability Test for the College Entrance and the minimal enrollment requirements of several influential colleges' admission policy make the high school mathematics education very rigid, unflexible, and anti-educational. Several suggestions to recover and imp-rove the high school mathematics education and the spirit of the 7th curriculum are presented.

• Journal of the Korean School Mathematics Society
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• v.17 no.1
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• pp.93-108
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• 2014

In this paper we carried out a survey targeting 185 elementary, middle and high school mathematics teachers to identify their conception, satisfaction, requirements of after-school mathematics education. The survey results show that we need to develop newer programs, reduce teachers' task, build a more effective system for supporting and researching after-school mathematics education, and so on. Using these survey results we understand the facts of existing after-school mathematics education and provide preliminary data for discussing how to invigorate and advance the after-school mathematics education.

• Communications of Mathematical Education
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• v.12
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• pp.363-376
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• 2001

To educate students to adjust and lead their future society oriented on technologies and information communications, most of the countries in the world try to reform their traditional mathematics education. Contemporary Mathematics in Context (CMIC) developed by Core-Plus Mathematics Project in WMU has been developed in order to assist school districts in reforming their high schools mathematics programs in the United States, and $7^{th}$ Korean National Mathematics Curriculum was developed to guide reforming Korean mathematics program in 1997. In this presentation, by analyzing essential differences between the two curricula according to Korean Mathematics Curriculum, we may find some implications of CMIC for Korean mathematics education.

• Journal of the Korean Data and Information Science Society
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• v.23 no.6
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• pp.1173-1181
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• 2012

In order to suggest the basic resources of mathematics education to the specialized high school, we investigate the attitude of students about mathematics education. Questionnaires survey was carried on 654 students and we use the statistical analysis such as chi-square test, gamma, generalized linear model, Anova, regression. Several result can be derived from the questionnaire analysis. There are differences between the general and specialized high school students in the interest, pre-learning ability etc. The specialized school students think the usefulness of mathematics more importantly, while the general school students think more closely related to their course.