• Journal of applied mathematics & informatics
• /
• 제42권1호
• /
• pp.85-92
• /
• 2024

In this work we give the necessary and sufficient conditions for f-biharmonic curves in three-dimensional generalized symmetric spaces.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제16권2호
• /
• pp.91-106
• /
• 2012

Spatial ability has been valued as a talent domain and important skill in mathematics education because it enhanced an intuitive view and an understanding in many areas of mathematic. In addition, spatial ability highly correlates with mathematics achievement, indicating its crucial role in success in mathematics education. Some researchers founded gender differences in mathematics and spatial ability, and indicated that spatial ability served as a mediator of gender difference in mathematics. This study explored the spatial ability of 349 Korean middle school students (Grade 7-9), and investigated the association among students' spatial ability and their mathematics achievement, gender, and grade. The result of this study shows that spatial ability correlates positively with mathematics achievement. While gender difference did not exist in mathematics, significant gender difference existed in spatial ability favoring male students.

• 한국수학사학회지
• /
• 제34권2호
• /
• pp.75-87
• /
• 2021

Hirabayashi Ichiei has sought theoretical improvement of educational studies in mathematics from the standpoint that educational studies in mathematics should be practical. His beliefs and subsequent attempts have many implications for Korean educational studies in mathematics. In this regard, it is meaningful to examine his theory of mathematics education. But he is not well-known in Korean community of educational studies in mathematics today. For this reason, His life and theory of mathematics education are outlined.

• 한국수학사학회지
• /
• 제2권1호
• /
• pp.91-105
• /
• 1985

Though the tradition of Korean mathematics since the ancient time up to the "Enlightenment Period" in the late 19th century had been under the influence of the Chinese mathematics, it strove to develop its own independent of Chinese. However, the fact that it couldn't succeed to form the independent Korean mathematics in spite of many chances under the reign of Kings Sejong, Youngjo, and Joungjo was mainly due to the use of Chinese characters by Koreans. Han-gul (Korean characters) invented by King Sejong had not been used widely as it was called and despised Un-mun and Koreans still used Chinese characters as the only "true letters" (Jin-suh). The correlation between characters and culture was such that , if Koreans used Han-gul as their official letters, we may have different picture of Korean mathematics. It is quite interesting to note that the mathematics in the "Enlightenment Period" changed rather smoothly into the Western mathematics at the time when Han-gul was used officially with Chinese characters. In Koryo, the mathematics existed only as a part of the Confucian refinement, not as the object of sincere study. The mathematics in Koryo inherited that of the Unified Shilla without any remarkable development of its own, and the mathematicians were the Inner Officials isolated from the outside world who maintained their positions as specialists amid the turbulence of political changes. They formed a kind of Guild, their posts becoming patrimony. The mathematics in Koryo is significant in that they paved the way for that of Chosun through a few books of mathematics such as "Sanhak-Kyemong, "Yanghwi - Sanpup" and "Sangmyung-Sanpup." King Sejong was quite phenomenal in his policy of promotion of mathematics. King himself was deeply interested in the study, createing an atmosphere in which all the high ranking officials and scholars highly valued mathematics. The sudden development of mathematic culture was mainly due to the personality and capacity of King who took any one with the mathematic talent onto government service regardless of his birth and against the strong opposition of the conservative officials. However, King's view of mathematics never resulted in the true development of mathematics per se and he used it only as an official technique in the tradition way. Korean mathematics in King Sejong's reign was based upon both the natural philosophy in China and the unique geo-political reality of Korean peninsula. The reason why the mathematic culture failed to develop continually against those social background was that the mathematicians were not allowed to play the vital role in that culture, they being only the instrument for the personality or politics of the King. While the learned scholar class sometimes played the important role for the development of the mathematic culture, they often as not became an adamant barrier to it. As the society in Chosun needed the function of mathematics acutely, the mathematicians formed the settled class called Jung-in (Middle-Man). Jung-in was a unique class in Chosun and we can't find its equivalent in China of Japan. These Jung-in mathematician officials lacked tendency to publish their study, since their society was strictly exclusive and their knowledge was very limited. Though they were relatively low class, these mathematicians played very important role in Chosun society. In "Sil-Hak (the Practical Learning) period" which began in the late 16th century, especially in the reigns of King Youngjo and Jungjo, which was called the Renaissance of Chosun, the ambitious policy for the development of science and technology called for the rapid increase of the number of such technocrats as mathematicians inevitably became quite ambitious and proud. They tried to explore deeply into mathematics per se beyond the narrow limit of knowledge required for their office. Thus, in this period the mathematics developed rapidly, undergoing very important changes. The characteristic features of the mathematics in this period were: Jung-in mathematicians' active study an publication, the mathematic studies by the renowned scholars of Sil-Hak, joint works by these two classes, their approach to the Western mathematics and their effort to develop Korean mathematics. Toward the "Enlightenment Period" in the late 19th century, the Western mathematics experienced great difficulty to take its roots in the Peninsula which had been under the strong influence of Confucian ideology and traditional Korean mathematic system. However, with King Kojong's ordinance in 1895, the traditonal Korean mathematics influenced by Chinese disappeared from the history of Korean mathematics, as the school system was changed into the Western style and the Western matehmatics was adopted as the only mathematics to be taught at the schools of various levels. Thus the "Enlightenment Period" is the period in which Korean mathematics sifted from Chinese into European.od" is the period in which Korean mathematics sifted from Chinese into European.pean.

• 한국수학사학회지
• /
• 제25권4호
• /
• pp.139-155
• /
• 2012

본 연구는 1995년부터 2007년에 이르기까지 4회에 걸친 TIMSS의 학교장과 수학 교사 설문 결과를 분석하여 우리나라 수학 교실 내에서의 수학교육의 변화를 수학 교수 학습 방법, 평가, 교사의 전문성 측면에서 살펴보았다. 교수 학습 방법에서는 수준별 수업이 최근 많이 실시되고 있으며, 교사보다 학생 중심의 활동 비중이 수업에서 늘어났고, 숙제 빈도는 늘었으나 소요 시간은 많지 않으며 숙제는 여러 가지 방법으로 수학 수업과 연계되도록 활용되고 있음이 나타났다. 수학 평가 문항은 객관식이 많이 활용되고 있고 다양한 방법의 평가가 점차 많이 활용되고 있었다. 수학 교사의 전문성 측면에서, 교사들은 고령화되고 있으며 수학과 수학교육 전공자가 늘었고 수학을 가르칠 준비에 자신감이 많지 않았다. 그러나 수학 교사들은 동료와 다양하게 상호작용을 하는 경향이 있었고 연수 참가 비율은 연수 내용에 따라 증감이 있었다.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제59권2호
• /
• pp.185-199
• /
• 2020

이 연구의 목적은 수학에 인문학적 상상력을 접목하는 것이 수학교육에 주는 의미를 논의하고, 수학교육에 시사점을 제안하는 것이다. 전통적으로 수학은 추상적 사고를 대상으로 하기 때문에 우리의 삶의 문제와는 거리가 있다고 인식되었다. TIMSS나 PISA와 같은 국제 연구에 따르면, 우리나라 학생들의 수학학업성취도는 다른 선진 국가들의 학생들에 비하여 상대적으로 높으나, 수학에 대한 태도는 매우 부정적이고 삶에 대한 만족도도 낮은 편이다. 수학과 인문학적 상상력을 연계하여 학습하도록 하는 것은 학생들에게 인간의 삶의 문제에 대하여 인문학적인 관점으로 보도록 한다. 이 연구에서는 수학교육을 위한 수학과 인문학적 상상력을 접목의 의미를 생각해 보고, 학교의 수학교육에서 적용해 볼 수 있는 몇 가지 사례를 소개한다. 연구자는 수학을 배우는 궁극적인 이유는 학습자로 하여금 깨달음을 얻도록 하는 것이고, 모두가 보다 행복한 삶을 살아가기 위한 것이어야 한다고 주장한다.

• 한국학교수학회논문집
• /
• 제5권2호
• /
• pp.71-82
• /
• 2002

This study purported to develop the learning materials for the optional activities of mathematics, apply them to the students, and examine the effect on the learner's interest and attitude to mathematics. In order to conduct this study, the learning materials for the mathematics optional activities were developed according to the units of grade 8-Ga and the developed learning materials of the mathematics optional activities were inputted in two classes for 18 units after the second grade middle school students in Daejeon area received the questionnaire regarding the learning attitude and the interest in the mathematics. After that, the questionnaire regarding the learning attitude and the interest in the mathematics and the examination regarding the response to the application of the learning materials for mathematics optional activities were conducted and did t-test. The results of the study as follows : First The learning materials applied exciting games for mathematics optional activities aroused interest in mathematics and made the learners have confidence in mathematics learning. Second, There was affirmative change in the interest and attitude to the mathematics learning with the application of the mathematics optional learning materials. Third The leaning materials of the mathematics optional activities made the learners think mathematical questions connected with the real life and try various ways to solve the questions. Here are some suggestions to study the development of the learning materials such as story, game, quiz and craft. First it is necessary to develop the learning materials applied the games or the real life matters connected with mathematics for all grade middle school students and use them in the mathematics optional activities. Second, many students feel a great interest in animation. moving picture, sound graphic, etc. If the multimedia learning materials included the real life matters or the games are developed, the learners will feel more interest in mathematics. Third, the systematic and economical support is continuously needed in order that teachers are given much time to study and the opportunity to attend the training course for the understanding of the optional activities and the development of the various learning materials.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제13권3호
• /
• pp.235-250
• /
• 2009

Researchers at Truman State University in Missouri, located in the heartland of the United States, have been using materials adapted from the English translations of the sixth national primary mathematics curriculum from Korea for professional development and assessment with groups of Missouri teachers for the purpose of enhancing teachers' understanding of the fundamentals of mathematics since 2002 [gecKo Mathematics (2008). Korean Mathematics in American Classrooms. Edited by J. Grow-Maienza. Adapted from Korean Mathematics (2001). Kirksville, MO: Truman State University. http://kmath.truman.edu/]. A professional development initiative for 50 teachers conducted in Missouri this past year is reported here. Significant gains in teacher understanding of fundamental mathematics concepts and pedagogy necessary for student achievement in primary mathematics were found as a result of the initiative.

• 한국수학교육학회지시리즈E:수학교육논문집
• /
• 제19권4호
• /
• pp.805-822
• /
• 2005

In Korea, many local university mathematics faculty knew that the institution faced serious student shortage problems and the restructuring and cut actions for such a mathematics major programs. In general, undergraduate mathematics education in korea is in the crisis. In general, lots of mathematics departments in korea was not prepared for such a severe risk. In this article, university mathematics education and research business are studied in the context of the size of korea-usa population, economy(such as GDP), SCI indices. Korea-usa university mathematics education profile data are presented to compare korea-usa university mathematics education business. Lots of precious data on mathematics education are being helped to prepare for the university mathematics education crisis.

• 한국수학사학회지
• /
• 제17권2호
• /
• pp.33-52
• /
• 2004

본 연구는 우리나라 수학교육의 역사에서 수학교육과정의 개정에 따라 분류하는 방법으로 분석하여 수학교육의 철학적 근거와 수학교육관을 조사했다. 서양 수학교육 철학의 변화는 한국 수학교육과정의 다양한 관점과 변화로 이어졌다. 한국의 수학교육과정의 변화는 수학 교수법에 대한 중요한 시사점을 준다. 또한 21세기 정보화의 시대에 대비하는 창의적인 인간을 길러내는 바람직한 수학교육과 수학교육관의 방향을 모색했다.