• Title/Summary/Keyword: Korean perspective on mathematics education

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A STUDY ON THE INTEGRATED APPROACH FOR CHARACTER EDUCATION IN MATHEMATICS EDUCATION

  • CHUNGHYUN YU
    • Journal of Applied and Pure Mathematics
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    • v.5 no.1_2
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    • pp.55-68
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    • 2023
  • Character education is an important educational purpose in the current situation of secondary mathematics education. In the current mathematics curriculum, character education is mentioned in terms of core competencies. However, it is very difficult to concretely practice character education in secondary mathematics education. This paper examines the theoretical background of character education in the tradition of mathematics education, and suggests that mathematics is regarded as a practical tradition by the nature of mathematics from a value-intrinsic perspective. In this respect, mathematics education is defined as an intrinsic and nurturing character through long history of practice. This paper searched for an integrated approach to practicing character education in of secondary mathematics education, and argued that the teacher's personal approach including the class model approach of the human factors by an example of the exponential law aman = am+n and the value-oriented activities according to the nature of the mathematics was the core.

Delphi Survey to Develop an Analysis Framework for Mathematics Textbooks from a Critical Mathematics Education Perspective (비판적 수학교육 관점에 따른 수학교과서 분석준거 개발: 전문가 델파이 조사를 중심으로)

  • Song, Ryoon-Jin;Ju, Mi-Kyung
    • Journal of Educational Research in Mathematics
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    • v.27 no.1
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    • pp.113-135
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    • 2017
  • The purpose of the research was to develop an analysis framework for Korean mathematics textbooks from a critical mathematics education perspective. For this, we conducted a comprehensive literature review regarding critical theory, critical education, and critical mathematics education. Based on the literature review, we derived a preliminary framework for textbook analysis. To validate the preliminary framework delphi survey was carried out twice with 21 expert panelists in the field of mathematics education and multicultural education. The first delphi survey was conducted with open-ended questions to investigate diverse opinions regarding educational goals, contents, and teaching methods of critical mathematics education. The second delphi survey was conducted with Likert-type scale and it was analyzed using Mean, Contents Validity Ratio, Degree of Consensus. As the result of the whole research procedures, the final analysis framework was developed consisting of four categories: classical knowledge, community knowledge, communicative knowledge, and political knowledge. A development of the analysis framework from a critical mathematics education perspective could give a significant impact on the mathematics curriculum or mathematic teacher education in the Korea and a meaningful initial step for the effort of practicing critical mathematics education. It is expected that this study could not only incite consideration for the better mathematics education but also expand the prospect of research and practice in mathematics education. This study would provide a new paradigm of future mathematics education with which to teach and guide students to become members of world civil society with mathematical power and critical competency.

A Study on Teachers' Mathematical Beliefs and Constructivism (교사의 수학관과 구성주의)

  • 남승인
    • Education of Primary School Mathematics
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    • v.2 no.1
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    • pp.15-26
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    • 1998
  • Teachers beliefs for the mathematics can have a powerful impact on how children go about learning mathematics, and theirs mathematical beliefs and abilities. In this study, \circled1 to divided teacher's mathematical beliefs into three - absolutism, progressive absolutism, constructivism - and to search into a theoretical characteristic, \circled2 to analyze and criticize the problems of the behaviorism and to investigate a point of basic view of the constructivism on mathematics education, \circled3 to suggest teacher's a role in mathematics learning be based on the constructivism perspective .

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A study on psychology in mathematics education and constructivism (수학학습심리학과 구성주의에 대한 고찰)

  • Kim, Changil;Jeon, Youngju
    • Journal of the Korean School Mathematics Society
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    • v.25 no.3
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    • pp.243-260
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    • 2022
  • This article examines the educational background of the knowledge system in mathematics education from three perspectives-behaviorism, cognitivism, and constructivism-centered on psychology in mathematics education. First, the relationship between mathematical education and learning psychology is reviewed according to the flow of time. Second, we examine the viewpoints of objectivism and constructivism for school mathematics. Third, we look at the psychology in mathematics education and constructivism from the perspective of learning theory. Lastly, we discuss the implications of mathematics education.

History of ICMI and Mathematics education (ICMI의 역사와 수학교육)

  • Kim, Sung-Sook;Khang, Mee-Kyung
    • The Mathematical Education
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    • v.50 no.3
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    • pp.329-335
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    • 2011
  • There has been an ongoing symbiotic relationship between the history of the International Commission on Mathematical Instruction(ICMI) and the broader history of mathematics education since 1908. Similarly, the International Congress on Mathematical Education(ICME) has played an important role in the direction of Mathematics education since its first congress in 1969. ICME-12 is due to be held in Seoul, Korea from July $8^{th}$ to $15^{th}$ 2012. To date, there has been no research paper concerning the history of the ICMI published in any Korean journal. In readiness for the upcoming ICME-12, this paper aims to provide a comprehensive overview of the history of the IMCI from the perspective of Mathematics education.

Integrating Digital Technology into Elementary Mathematics: Three Theoretical Perspectives

  • Yeo, Sheunghyun
    • Research in Mathematical Education
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    • v.23 no.3
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    • pp.165-179
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    • 2020
  • In this article, the author's intent is to begin a conversation centered on the question: How was the integration of digital technology into elementary mathematics classrooms framed? In the first part of the discussion, the author provides a historical perspective of the development of theoretical perspectives of the integration of digital technology in learning mathematics. Then, the author describes three theoretical perspectives of the role of digital technology in mathematics education: microworlds, instrumental genesis, and semiotic mediation. Last, based on three different theoretical perspectives, the author concludes the article by asking the reader to think differently.

An Inquiry-Oriented Approach to Differential Equations: Contributions to Teaching University Mathematics through Teaching Experiment Methodology (탐구 지향 미분방정식의 개발 실제: 교수실험을 통한 접근)

  • Kwon, Oh-Nam
    • Communications of Mathematical Education
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    • v.19 no.4 s.24
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    • pp.733-767
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    • 2005
  • During the past decades, there has been a fundamental change in the objectives and nature of mathematics education, as well as a shift in research paradigms. The changes in mathematics education emphasize learning mathematics from realistic situations, students' invention or construction solution procedures, and interaction with other students of the teacher. This shifted perspective has many similarities with the theoretical . perspective of Realistic Mathematics Education (RME) developed by Freudental. The RME theory focused the guide reinvention through mathematizing and takes into account students' informal solution strategies and interpretation through experientially real context problems. The heart of this reinvention process involves mathematizing activities in problem situations that are experientially real to students. It is important to note that reinvention in a collective, as well as individual activity, in which whole-class discussions centering on conjecture, explanation, and justification play a crucial role. The overall purpose of this study is to examine the developmental research efforts to adpat the instructional design perspective of RME to the teaching and learning of differential equation is collegiate mathematics education. Informed by the instructional design theory of RME and capitalizes on the potential technology to incorporate qualitative and numerical approaches, this study offers as approach for conceptualizing the learning and teaching of differential equation that is different from the traditional approach. Data were collected through participatory observation in a differential equations course at a university through a fall semester in 2003. All class sessions were video recorded and transcribed for later detailed analysis. Interviews were conducted systematically to probe the students' conceptual understanding and problem solving of differential equations. All the interviews were video recorded. In addition, students' works such as exams, journals and worksheets were collected for supplement the analysis of data from class observation and interview. Informed by the instructional design theory of RME, theoretical perspectives on emerging analyses of student thinking, this paper outlines an approach for conceptualizing inquiry-oriented differential equations that is different from traditional approaches and current reform efforts. One way of the wars in which thus approach complements current reform-oriented approaches 10 differential equations centers on a particular principled approach to mathematization. The findings of this research will provide insights into the role of the mathematics teacher, instructional materials, and technology, which will provide mathematics educators and instructional designers with new ways of thinking about their educational practice and new ways to foster students' mathematical justifications and ultimately improvement of educational practice in mathematics classes.

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A Perspective on Teaching Mathematics in the School Classroom

  • BECKER, Jerry
    • Research in Mathematical Education
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    • v.20 no.1
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    • pp.31-38
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    • 2016
  • WHAT we teach, and HOW students experience it, are the primary factors that shape students' understanding and beliefs of what mathematics is all about. Further, students pick up their sense of mathematics from their experience with it. We have seen the results of the approach to "break the subject into pieces and make students master it bit by bit. As an alternative, we strive to create a teaching environment in which students are DOING mathematics and thereby engender selected aspects of "mathematical culture" in the classroom. The vehicle for doing this is the so-called Japanese Open-ended approach to teaching mathematics. We will discuss three aspects of the open-ended approach - process open, end product open, formulating problems open - and the associated approach to assessing learning.

An Analysis of the United States Elementary Mathematics Textbooks - Focused on Probability in "Everyday Mathematics" - (미국 초등학교 수학 교과서 "Everyday Mathematics" 의 확률 영역 분석)

  • Park, Sang Uk;Park, Kyo Sik;Kim, Jiwon
    • Journal of Elementary Mathematics Education in Korea
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    • v.18 no.3
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    • pp.475-492
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    • 2014
  • The purpose of this study is to analyze the United States Elementary Mathematics textbooks "Everyday Mathematics", focused on area of the probability. The concept of probability as qualitative probability is taught from Kindergarten in EM curricula for progressive mathematising. EM have reflected both perspectives in probability which are a frequency perspective and a classical perspective. And EM includes abundant activities for remedying the misconceptions of probability. On the basis of the results from this analysis, we have five suggestions which are helpful for the revision of the Korean national curriculum.

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Mathematical Creativity and Mathematics Curriculum: Focusing on Patterns and Functions (창의성 관점에서 본 제 7차 초등 수학과 교육과정: 규칙성과 함수를 중심으로)

  • 서경혜;유솔아;정진영
    • Education of Primary School Mathematics
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    • v.7 no.1
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    • pp.15-29
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    • 2003
  • The present study examined the 7th national elementary school mathematics curriculum from a perspective of mathematical creativity. The study investigated to what extent the activities in the Pattern and Function lessons in the national elementary school mathematics textbooks promoted the development of mathematical creativity. The results indicated that the current elementary school mathematics curriculum was limited in many ways to promote the development of mathematical creativity. Regarding the activities in Pattern lessons, for example, most activities presented closed tasks involving finding and extending patterns. The lesson provided little opportunities to explore the relationships among various patterns, apply patterns to different situations, or create ones own patterns. In regard to the Function lessons, the majority of activities were about computing the rate. This showed that the function was taught from an operational perspective, not a relational perspective. It was unlikely that students would develop the basic understanding of function through the activities involving the computing the rate. Further, the lessons had students use exclusively the numbers in representing the function. Students were provided little opportunities to use various representation methods involving pictures or graphs, explore the strengths and limitations of various representation methods, or to choose more effective representation methods in particular contexts. In conclusion, the lesson activities in the current elementary school mathematics textbooks were unlikely to promote the development of mathematical creativity.

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