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

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Misunderstandings and Truth on Student-Centered Instruction (학습자 중심 수업에 대한 오해와 진실)

  • Kim, Jin-Ho
    • Education of Primary School Mathematics
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    • v.11 no.2
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    • pp.81-94
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    • 2008
  • The 7th national curriculum requires the paradigmatic shift in education from teacher-centered to student-centered instruction. But, teachers beliefs on instruction have not been changed during implementing of the mathematics textbooks based on the curriculum. More exactly speaking, they are changed very slowly. Therefore, some beliefs they should establish in order for them to implement it were discussed: Perspectives of students' intelligent ability, learning goal for the every lesson, the passibility of teaching contents involved in the national curriculum, the size of classroom, and students' achievements.

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Diagramming for Individualized Learning Process Based on Assessment in Mathematics Education (수학교육에서 평가결과에 기초한 개별화 학습과정의 위계도)

  • 변두원;정인철;박달원;노영순;김승동
    • The Mathematical Education
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    • v.43 no.1
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    • pp.70-85
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    • 2004
  • Comparing to the other subject, hierarchy among mathematical contents is strong from the perspective of knowledge order as grades go up. That is, the knowledge that students already have learned, are learning and will learn are closed related from grade to grade. We expect students to be proactive and creative in studying mathematics, which is the goal of 21th century, analyzing their. knowledge structure based on the hierarchy of knowledge through assessment. Especially, using computer system we provide students with substantial feedback for the assessment as well as objective validity is increased along with speedy and exact process in a bid to help students' mathematical understanding grow. This paper seeks to analyze the assessment data by applying knowledge spaces to computer system and develops efficient methods based on the analyzed results, to diagram each student's knowledge structure.

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Diagrammatic Reasoning in Joseon Mathematics Book 'JuseoGwangyeon' (조선 산학서 《주서관견》의 도해적 추론)

  • CHANG Hyewon
    • Journal for History of Mathematics
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    • v.36 no.4
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    • pp.61-78
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    • 2023
  • By virtue of the characteristics inherent in diagrams, diagrammatic reasoning has potential and limitations that distinguish it from general thinking. It is natural that diagrams rarely appeared in Joseon mathematical books, which were heavily focused on computation and algebra in content, and preferred linguistic expressions in form. However, as the late Joseon Dynasty unfolded, there emerged a noticeable increase in the frequency of employing diagrams, due to the educational purposes to facilitate explanations and the influence of Western mathematics. Analyzing the role of diagrams included in Jo Taegu's 'JuseoGwangyeon', an exemplary book, this study includes discussions on the utilization of diagrams from the perspective of mathematics education, based on the findings of the analysis.

A narrative review on immersive virtual reality in enhancing high school students' mathematics competence: From TPACK perspective

  • Idowu David Awoyemi;Feliza Marie S. Mercado;Jewoong Moon
    • The Mathematical Education
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    • v.63 no.2
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    • pp.295-318
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    • 2024
  • This narrative review explores the transformative potential of immersive virtual reality (IVR) in enhancing high school students' mathematics competence, viewed through the lens of the technological, pedagogical, and content knowledge (TPACK) framework. This review comprehensively illustrates how IVR technologies have not only fostered a deeper understanding and engagement with mathematical concepts but have also enhanced the practical application of these skills. Through the careful examination of seminal papers, this study carefully explores the integration of IVR in high school mathematics education. It highlights significant contributions of IVR in improving students' computational proficiency, problem-solving skills, and spatial visualization abilities. These enhancements are crucial for developing a robust mathematical understanding and aptitude, positioning students for success in an increasingly technology-driven educational landscape. This review emphasizes the pivotal role of teachers in facilitating IVR-based learning experiences. It points to the necessity for comprehensive teacher training and professional development to fully harness the educational potential of IVR technologies. Equipping educators with the right tools and knowledge is essential for maximizing the effectiveness of this innovative teaching approach. The findings also indicate that while IVR holds promising prospects for enriching mathematics education, more research is needed to elaborate on instructional integration approaches that effectively overcome existing barriers. This includes technological limitations, access issues, and the need for curriculum adjustments to accommodate new teaching methods. In conclusion, this review calls for continued exploration into the effective use of IVR in educational settings, aiming to inform future practices and contribute to the evolving landscape of educational technology. The potential of IVR to transform educational experiences offers a compelling avenue for research and application in the field of mathematics education.

On Student's Immersion in Learner-Centered Instruction (학습자 중심 수업과 학생들의 수업에의 몰입에 관한 소고)

  • Kim, Jin-Ho
    • Communications of Mathematical Education
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    • v.22 no.1
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    • pp.41-52
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    • 2008
  • In this paper, some factors such as the perspective of children, instructional materials(especially activities in textbooks for elementary school mathematics), and teacher's questioning styles are discussed as ones influenced on students' immersion in leaner-centered instruction. This discussion is based on the author's two implementations of the kind of two instructions. About the first theme, constructivists assert that even children who are in elementary school can have reflective abstracting ability. Teachers' asking questions with the belief differ from ones with traditional perspective of children, which is relevant the third factor. They value and respect learners' thinking outcomes, even though they are not sometimes wrong and have errors. Also, they have them opportunities to think different from others and to ask how they get their answers. To do these, they frequently ask open-ended questions, not closed. All of them is possible through the activities provided in textbooks. Some characteristics which can prompt such teacher's questions using activities in elementary mathematics textbooks are discussed.

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A Study on Learning Activities for Mathematics using Problem Posing Method through Brainwriting (Brainwriting 기법을 활용한 문제제기 수학학습 활동에 관한 연구)

  • Yoon, Duk-Koon;Ryu, Shi-Kyu
    • Communications of Mathematical Education
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    • v.24 no.1
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    • pp.67-106
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    • 2010
  • This paper tries to analyze how effective the problem posing method through Brainwriting can be on mathematical problem solving and creativity as a way to seek a new pedagogy to enhance student problem solving levels and creativity in mathematics. The findings of the study can be summarized as follows: First, the Brainwriting problem posing method improved students' abilities to alter problems, suggest new problems from multi-perspectives, and solve them. All procedures for such were obtained through discussions among group members. Second, the Brainwriting problem posing method resulted in positive effects on fluency and originality among components of creativity, but not on flexibility. That is, studying mathematics with this method helped students develop creativity levels not in terms of flexibility but of fluency and originality. Third, the interest rate in mathematics learning rose for those who studied mathematics by adopting the Brainwriting problem posing method. Finally, this study caused the Brainwriting problem posing method to be more deeply understood and appreciated from a new perspective.

An Analysis on Teachers′ Role in Teaching Mathematical Problem Solving (수학적 문제해결 지도에서 교사의 역할에 대한 분석)

  • 전평국;정인수
    • Education of Primary School Mathematics
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    • v.7 no.1
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    • pp.1-14
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    • 2003
  • The purpose of this research is to explore teachers' role actions in teaching mathematical problem solving and to analyze the influences of the teachers'role actions on their students' activities and beliefs about problem solving. The results obtained in this study suggested that the teachers' role actions brought qualitative differences to students' activities, and students' beliefs about mathematical problem solving were consistent with the perspective held by their teachers. Therefore, teachers should help students build up desirable beliefs about problem solving. They should understand teaching mathematical problem solving and play proper roles in various situations of teaching mathematical problem solving.

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Understanding the properties of geometric figures through the linear transformation and its implication for school mathematics (일차변환 관점에서의 도형의 성질 이해 및 학교수학에의 시사점)

  • Hong, Gap-Ju
    • The Mathematical Education
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    • v.47 no.4
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    • pp.437-445
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    • 2008
  • On the basis of the meaning and general process of geometric proof through transformation concept and understanding the geometric properties of linear transformation, this study showed that the centroid of geometrical figure and certain properties of a parabola and an ellipse in school mathematics can be explained as a conservative properties through linear transformation. From an educational perspective, this is a good example of showing the process of how several existing individual knowledge can be reorganized by a mathematical concept. Considering the fact that mathematical usefulness of linear transformation can be revealed through an invariable and conservation concept, further discussion is necessary on whether the linear transformation map included in the former curriculum have missed its point.

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A study on the relationship between 'parallel' and 'identical' in school mathematics (학교수학에 나타나는 '평행'과 '일치'의 관계)

  • Nam, JinYoung;Cho, Seongmin
    • Communications of Mathematical Education
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    • v.27 no.1
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    • pp.81-97
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    • 2013
  • In this study, we investigated how the relationship between 'parallel' lines and 'identical' lines is stated in mathematics textbooks of the 2007 revised national curriculum. In school mathematics, 'parallel' lines and 'identical' lines are explicitly distinguished in the perspective of 'coincidence', whereas 'identical' lines are implicitly regarded as a special case of 'parallel' in the perspective of 'slope'. These different treatments could bring out a confusion as was in the mock mathematics test for 2012 College Scholastic Ability Test. To resolve this confusion, it needs to be considered that the relationship between 'parallel' lines and 'identical' lines are more clearly stated in the context of 'slope' such as in some textbooks for the 4th and 5th curriculum and a textbook of Japan.

The concept of the angle presented in the middle school mathematics textbooks (중학교 수학교과서에 제시된 각 개념 제시 양상)

  • Kim, Soo mi;Heo, Hae ja
    • The Mathematical Education
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    • v.61 no.2
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    • pp.305-322
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    • 2022
  • Angle has a variety of aspects, such as figure, measurement, and rotation, but is mainly introduced from a figure perspective and a quantitative perspective of the angle is also partially experienced in the elementary mathematics textbooks. The purpose of this study was to examine how the angle concept introduction and development pattern in elementary school mathematics textbooks are linked or changed in middle school mathematics textbooks, and based on this, was to get the direction of writing math textbooks and implications for guidance. To this end, 57 math textbooks for the first grade of middle school were collected from the first to the 2015 revised curriculum. As a result of the study, it was found that middle school textbooks had a greater dynamic aspect of each than elementary school textbooks, and the proportion of quantitative attributes of angle was higher in addition to qualitative and relational attributes. In other words, the concept of angle in middle school textbooks is presented in a more multifaceted and complex form than in elementary school textbooks. Finally, matters that require consensus within elementary, secondary, and secondary schools were also proposed, such as the use of visual expression or symbol, such as the use of arrows and dots, and the use of mathematical terms such as vertex of angle and side of angle.