• Title, Summary, Keyword: Korean mathematics

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Mathematics Education Reform Movements and Korean Mathematics Curriculum (수학교육 개혁 운동과 우리나라 수학 교육과정)

  • 한태식
    • Journal of Educational Research in Mathematics
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    • v.9 no.1
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    • pp.15-29
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    • 1999
  • The purpose of this study is to investigate various mathematics education improvement or reform movements of Western Europe countries (United Kingdom, Germany, etc.) and the United States of America, to see the effects of those movements on Korean mathematics education circle, and to find a direction of Korean mathematics curriculum design. The third Korean mathematics curriculum was most affected by the new mathematics movement of the United States of America. This movement was emphasizing abstract structure, logical rigorousness and discovery learning of mathematics, which was fired from late fifties. Korean mathematics education circle imported the new mathematics early seventies from USA, but serious problems had been found at that time in USA. This study has pointed out that new math oriented Korean mathematics curriculum was not proper and the new mathematics itself was disastrous for most Korean students' learning. The study also points out that they hurried too much introducing the new mathematics and publishing new mathematics oriented textbooks but they had not sufficient teacher training programs. In our future mathematics curriculum reform, we have to remember such a historical lesson.

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Co-existence of History of Mathematics and Modern Mathematics

  • Banihashemi, Saied Seyed Agha
    • Proceedings of the Korea Society of Mathematical Education Conference
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    • pp.261-267
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    • 2010
  • Both history of mathematics and education of mathematics is old subject. The question arises wether can these two important subjects can help each other or not. Unfortunately this idea made mathematics society into two groups; one has idea that history of mathematics can help education of mathematics and other group has idea that not only history of mathematics can not help education of mathematics but also it makes some confusion. In this article the author is going to do some comparison and take some conclusion that history of mathematics can make education of mathematics so active and interesting.

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A Study on the Coping Behavior of Mathematics Anxiety Depending on the Grade, Sex, Mathematics Achievement, and Mathematics Anxiety in Elementary School Students (학년, 성별, 수학성취도, 그리고 수학불안 정도에 따른 초등학생의 수학불안 대처행동)

  • Lee, Sae-Na
    • Korean Journal of Human Ecology
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    • v.19 no.1
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    • pp.27-38
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    • 2010
  • The purposes of this study were to find out coping behavior to mathematics anxiety depending on grade, sex, mathematics achievement, and mathematics anxiety in elementary school students and to find out the variables influencing coping behavior to mathematics anxiety. 991 students (grade: 4, 5, 6) completed questionnaires about mathematics anxiety and coping behavior to mathematics anxiety. Their home room teachers completed scores of the mathematics achievement test of their students. Data were analyzed by F-test, t-test, correlation and step wise multiple regression. The results of this study were as follows. First, there were statistically significant differences in coping behavior to mathematics depending on grade, mathematics achievement and level of mathematics anxiety except for sex. Second, the level of mathematics anxiety was the most important factor in coping behavior to mathematics.

Research on the Relationships between Students' Beliefs about Mathematics Teaching-Learning and Mathematics Classroom Culture

  • Xiaogui, Zhang
    • Research in Mathematical Education
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    • v.12 no.3
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    • pp.167-177
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    • 2008
  • The students' beliefs about mathematics teaching-learning come from the social activities in mathematics classrooms; and the mathematics classroom culture to a large extent decides the social activities in mathematics classrooms. So, the students' beliefs about mathematics teaching-learning are decided indirectly by the mathematics classroom culture mainly. The students' beliefs about mathematics teaching-learning react to the social activities in mathematics classrooms, and the social activities in mathematics classrooms react to the mathematics classroom culture. Therefore, the students' beliefs about mathematics teaching-learning react indirectly to the mathematics classroom culture. So, the relationships between the students' beliefs about mathematics teaching-learning and the mathematics classroom culture are dialectic, and the social activities in mathematics classrooms are the medium. In addition, the relationships have some inspirations to the current mathematics curriculum reform in the mainland China.

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Mathematics in Korean Traditional Music (한국 음악 속의 수학)

  • Kim Ki-Won;Ahn Sun-Phill
    • Journal for History of Mathematics
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    • v.17 no.4
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    • pp.65-76
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    • 2004
  • Even though mathematics and music play very different roles in our society, they are closely related to each other. In this paper, we studies relations between mathematics and Korean traditional music, and give some ideas to use such relations in mathematics education.

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Effects of the individual teaching strategies on mathematics attitude and mathematics achievement of low achievement students in cultural mathematics (개별지도가 대학수학 기초학력 부진 학생들의 수학 학업성취도와 수학 태도에 미치는 영향)

  • Seo, Jong Jin;Jo, Seung Hee
    • Journal of the Korean School Mathematics Society
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    • v.21 no.3
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    • pp.287-301
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    • 2018
  • The purpose of this study was to investigate the effect of individual teaching strategies on mathematics achievement and mathematics attitude of students with low achievement in mathematics. As a result, individual instruction group showed higher mathematics achievement and attitude toward mathematics than comparative group. In the experimental group, there was a correlation between pre-mathematics achievement and post-mathematics achievement. Also, there was a correlation between post-mathematics attitude and post-mathematics achievement. Within the comparison group, there was a correlation between pre-mathematics attitude and post-mathematics attitude. Also, there was a correlation between post-mathematics attitude and post-mathematics achievement.

Chinese Mathematics in Chosun (조선(朝鮮)과 중국수학(中國數學))

  • Lee, Chang Koo;Hong, Sung Sa
    • Journal for History of Mathematics
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    • v.26 no.1
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    • pp.1-9
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    • 2013
  • It is well known that the development of mathematics in eastern Asia was based on Chinese mathematics. Investigating Chinese mathematics books that were brought into Chosun, we study how Chinese mathematics influenced Chosun mathematics. Chinese mathematics books were brought into Chosun in three stages, namely basic mathematics books in the era of King SeJong(1397-1450), Chinese mathematics books influenced by western mathematics in the 17th century and finally those with commentaries on mathematics of Song-Yuan era in the 19th century. We also study the process of their importations.

수학의 위기와 그 극복 과정

  • 김종명
    • Journal for History of Mathematics
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    • v.15 no.2
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    • pp.1-14
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    • 2002
  • The paper is analyzed the crisis of mathematics for paradoxes in mathematics, also its process of conquest in the history of mathematics. We have found that various views of the infinity and infinitesimal in the history of mathematics. This study be tried to find out the process development of mathematics on passing through a crisis conquest of mathematics for contradictions in the hi story of mathematics.

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수리철학의 변화와 수학교육관

  • 김종명
    • Journal for History of Mathematics
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    • v.14 no.1
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    • pp.83-100
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    • 2001
  • The paper analyzes the philosophy of mathematics and outlook on the mathematics education as the philosophy of mathematics in the history of mathematics. We have found that various views of the human society have led us to the various philosophy of mathematics. This change of philosophy have important implications to the didactics of mathematics. This study tries to find out the direction of outlook on the mathematics education in the future.

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The Role and Meaning of Joseon Mathematics in the History of Asian Mathematics (동양수학사에서의 조선수학의 역할과 의미)

  • Ree, Sangwook
    • Journal for History of Mathematics
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    • v.31 no.4
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    • pp.169-181
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    • 2018
  • We here discuss about the roles and meaning of Joseon mathematics in the history of Asian mathematics from cultural perspective. To do so, we focus on culture. We first look at the meanings and the definitions of the terms, civilization and culture, and their differences. We next discuss on the cultural perspective to look at the mathematical history of Korea, which is considered as a part of the history of Asian mathematics. It is notable that Joseon mathematics of Korea made Asian mathematics develop further, and played the roles of academic bridges among China, Korea and Japan. It also kept and prolonged the life of the Asian mathematics up to the beginning of the 20th century.