• The Mathematical Education
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• v.9 no.2
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• pp.1-46
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• 1971

In this report. it is assumed in the first chapter. various motives for modernizing of school mathematics can be indicated as the development of modern mathematics the highly advanced technology. the emergence of computor, and the progress of symbol logic. It is also confirmed that its modernizing process contains the modernization of contents in school mathematics. the broad application of school mathematics. the intellectualization of school mathematics. and the variation of its educational process. And the following chapter of this report is composed of the comparative study on the modernizing tendency of school mathematics among the SMSG of U. S. A., the mathematical education in France. and the late tendancy of Japan. The most significant part of the report is the chapter which propose the new program for school mathematics. It establishes the direction of school mathematics and its purpose. And at the same time it divides its fundamental conceptions into six parts according to school grades; the number. the operation. the functional relation. the quality and measure, the geometry, and the statistics. For the perspective of school mathematics, it is probable that the program for education and training of teachers could be realized, if it were spported by the system of specializing teachers and of functional teachers with advanced technology of education. Particularly the education of teachers contains the training of teachers as well as educational administrators or parents. Finally, the report concludes that the necessity of research required for the development of school mathematics must be emphasized in regard to the established program of teacher training.

• Journal of the Korean School Mathematics Society
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• v.13 no.3
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• pp.415-442
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• 2010

If the philosophy of the curriculum is changed when the curriculum is revised, discussion about knowledge viewpoints in the changed philosophy is needed. The purpose of this thesis is to analyze elementary mathematics textbooks(EMT) based on the perspective of constructivism knowledge as basic philosophy of the 7th curriculum and the 2007 revised curriculum and to present aim of textbooks development through the results. According to the results, the number and operation units of 1st and 2nd grades of EMT compiled according to the 7th curriculum and the 2007 revised curriculum didn't reflect the perspective of constructivism knowledge as the philosophy of the curriculum. From the analysis, EMT were not composed so as to agree the perspective of constructivism knowledge that emphasize concepts, conceptua1 principles, variety, integration.

• Research in Mathematical Education
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• v.13 no.4
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• pp.349-377
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• 2009

In this work we present a study undertaken with in-service mathematics teachers of primary and secondary school where we describe and analyze the didactical competences needed to implement an innovative design in geometry applying Van Hiele's models. The relationship between such competences and an ideal teacher profile is also studied. Teachers' epistemology is established in terms of didactical competences and we can see that this epistemology is an element that helps us understand the difficulties that teachers face in practice when implementing an innovative curriculum, in this case, geometry based on the Van Hiele theory.

• Research in Mathematical Education
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• v.19 no.2
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• pp.101-115
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• 2015

In the present paper, we argue any research concerning human knowledge construction, components, or types needs to clarify its epistemological stance regarding 'knowledge' in that such viewpoint might have much influence on the nature of knowledge the researcher sees and the way in which evidence for knowledge development is gathered. Thus, we suggest two alternative research groups who conducted their studies on mathematical knowledge for teaching with an explicit epistemological standpoint. We finalize our discussion by reviewing concrete examples in the previous literature on teacher knowledge of fraction conducted by the two groups.

• Journal for History of Mathematics
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• v.22 no.4
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• pp.97-114
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• 2009

Whitehead is a greatest mathematical philosopher who expanded mathematical concepts and method in philosophy. In view of Whitehead that he emphasizeson metaphysical perspective, mathematical truth and empirical connection of reality, it explicates that it tends to empiricism and rationalism of mathematical philosophy. In this paper, we try to research his unique perspective of mathematical philosophy. His perspective on organic philosophy is combination of empiricism trend and rationalism trend of mathematical philosophy.

• The Mathematical Education
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• v.55 no.4
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• pp.467-484
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• 2016

What an individual values and regards as important has a significant impact on his or her learning. Classroom instruction would be even more effective if what the teacher regards as important in his or her pedagogical practice are aligned with what students regard as important too. Given this background, this study sought to find out what Korean students valued about mathematics and mathematics learning using a questionnaire developed by Seah (2005). The participants were 409 students from Grade 6 and 407 students from Grade 9 in Korea. The results of this study showed that students put the biggest emphasis on ideological aspects of mathematics, specifically rationalism, among mathematical values. The students also valued product, computation, process, exposition, and recalling among values related to the learning of mathematics. A comparative analysis between the two groups of students showed that sixth graders tended to think more positively with regards to each value than ninth graders. On the basis of these results, this paper raises some issues about students' values in mathematics learning. It also suggests that teachers need to consider what students value and regard as important in their mathematics learning to bring about even more effective instruction.

• Research in Mathematical Education
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• v.11 no.3
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• pp.165-176
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• 2007

From the perspective of phenomenongraphy(根据登的象式), two videotaped mathematics lessons were observed, compared and analyzed, and the features of those times were extracted. The quantitative and qualitative analysis of the global structure and the questioning in the lessons etc. showed that in teaching behaviors there were some essential differences reflecting the impact of new beliefs and principles of teaching. Evidences also show that excellent teachers did keep and carry on the good tradition teaching for basic knowledge and basic skills were seen as the most important thing in mathematics teaching in China.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.329-341
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• 2022

Data collection is crucial to the process of statistical problem solving since it influences the quality of statistical data. However, there is little instruction on data collection in the Korean mathematics curriculum. In this study, we examined how the data were collected and how the data collection method was taught in the Korean mathematics textbooks for 3rd and 4th grades. As a result, the data appeared in these textbooks were collected by using a variety of methods, including surveys, experiments, observations, and secondary data collections. There were not enough instructions on experiments and observations, compared to surveys and secondary data collection. Additionally, as each textbook works with a distinct contents while teaching data collection, it is expected that there would be variations in the levels that students learn in relation to data collection. Based on these findings, we draw some discussion points to determine how to improve the mathematics curriculum in order to effectively teach data collection in the elementary school.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.04a
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• pp.133-148
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• 2006

Although gifted students are well ready in the perspective of intelligence, in order to make their Beaming highly effective, it is necessary to revitalize their intellectual abilities and progress it into proactive learning behaviour. It is requisite to stress on the affective variables for achieving this. This study examined and analyzed affective variables for the subject mathematics on self-concept toward mathematics, attitude, interest, mathematical anxiety, and learning habits.

• Research in Mathematical Education
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• v.26 no.3
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• pp.235-252
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• 2023

We investigated the classification of learner groups for students' mathematical modeling competency and analyzed the characteristics in each profile group for each country and variable using PISA 2012 data from six countries. With a perspective on measuring sub-competency, we applied the latent profile analysis method to student achievement for mathematical modeling variables - Formulate, Employ, Interpret. The findings showed the presence of 4-6 profile groups, with the variables exhibiting high and low achievement within each profile group varying by country, and a hierarchical structure was observed in the profile group distribution in all countries, interestingly, the Formulate variable showed the largest difference between high-achieving and low-achieving profile groups. These results have significant implications. Comparison by country, variable, and profile group can provide valuable insights into understanding the various characteristics of students' mathematical modeling competency. The Formulate variable could serve as the most suitable predictor of a student's profile group and the score range of other variables. We suggest further studies to gain more detailed insights into mathematical modeling competency with different cultural contexts.