• Research in Mathematical Education
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• v.2 no.2
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• pp.71-78
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• 1998

This paper investigates the practices of proof education in Korea by analyzing the teaching and learning of proofs in classes in the second year of middle school. With this purpose, this study examines the features and deficiencies of the ways of teaching proofs and investigates the difficulties which students have in learning them. Furthermore, it suggests methods for the improvement of teaching proofs.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2010.04a
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• pp.205-212
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• 2010

Reflection has been of interest to educators as Dewey discussed it. Information about how teachers interpret and analyze their students' learning would help us understand difficulties in teaching and learning. Moreover, it can be useful for teacher education by improving teaching methods. In this study, I investigated four U.S.A. mathematics teachers in a middle school. In this paper, I discussed Assess instances among the teachers' reflections on their students' thinking and changes of the reflections as time went by.

• School Mathematics
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• v.15 no.2
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• pp.315-335
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• 2013

Probability has distinctive characteristics which are different from other areas of school mathematics. The critical change can be noticed in the domain, 'probability and statistics' of 2009 revised national curriculum for elementary school mathematics. This indicates that the concept of chance is supposed to be taught in the 5~6 grade band instead of the definition of probability which is moved to the middle school level. The purpose of this study is to seek desirable methods for teaching the concept of chance which reflect the achievement criteria and the attention point for teaching and learning of the curriculum at the point of time when textbooks haven't yet been developed. To do this, based on theoretical considerations and comparative analysis of the curricula in the longitudinal - latitudinal dimensions respectively, the validity of the latest curriculum change was confirmed and several learning activities were devised. And then two lessons were planned for applying these activities to eight fifth graders and were implemented along the plan. As a result, the relevance of the learning activities was examined and students' difficulties in learning the concept of chance with educational implications were discussed.

• Journal for History of Mathematics
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• v.33 no.1
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• pp.33-53
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• 2020

Euclid's Elements has been considered as the stereotype of logical and deductive approach to mathematics in the history of mathematics. Nonetheless, it has been criticized by its dryness and difficulties for learning. It is worthwhile to noticing mathematicians' struggle for providing some alternatives to Euclid's Elements. One of these alternatives was written by a French scientist, Pardies who called it 'Elemens de Geometrie ou par une methode courte & aisee l'on peut apprendre ce qu'il faut scavoir d'Euclide, d'Archimede, d'Apllonius & les plus belles inventions des anciens & des nouveaux Geometres.' A precedent research presented its historical meaning in traditional mathematics of China and Joseon as well as its didactical meaning in mathematics education with the overview of this book. However, it has a limitation that there isn't elaborate comparison between Euclid's and Pardies'in the aspects of contents as well as the approaching method. This evokes the curiosity enough to encourage this research. So, this research aims to compare Pardies' Elements and Euclid's Elements. Which propositions Pardies selected from Euclid's Elements? How were they restructured in Pardies' Elements? Responding these questions, the researcher confirmed his easy method of learning geometry intended by Pardies.

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.43-53
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• 1999

Two (second-grade) classes of Yu-song middle school were chosen to research the effect of the visualization in the learning of probability calculation at a middle school. One class, as an experiment class, was taught the probability calculation of probability unit by the visualization learning and the other, as a controlled class, was taught it by the traditional lecture, and then through the writing tests there was a verification on the effect of right after test and the delaying test after 3 weeks to examine the learning effect of high- and low-level groups. It was difficult for the students to visualize the problems of the probability calculation, but I suggested simple models to the students and helped them to learn meaningfully. As a result of this study, there showed statistically significant difference in high-level group in the right after test.(P< .05) In the delaying test after 3 weeks, there also showed statistically significant marks only in high-level group.(P< .05) The visualization in the learning of probability calculation took more affirmative effect in the experiment class than the comparative class only in high-level group. The students in low-level group has difficulties in the visualization activities, but all the students in high-and low-level group thought the visualization was a great help to them in learning probability calculation.

• Education of Primary School Mathematics
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• v.27 no.2
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• pp.111-137
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• 2024

The purpose of this study is to identify the expected difficulties and necessary support when applying the 2022 revised mathematics curriculum to elementary schools, and to support the establishment of the field. To this end, we explored the major changes in the 2022 revised mathematics curriculum, and based on this, we conducted a survey of elementary school teachers to identify the expected difficulties and necessary support when applying it in the field. In particular, when analyzing the results, we also examined whether there were any differences in the expected difficulties and necessary support depending on the size of the school where it is located and the teaching experience of the teacher. The research results are as follows. First, the proportion of teachers who expect difficulties in applying the 2022 revised mathematics curriculum was mostly below 50%, but the proportion of teachers who demand support was much higher, at around 80%. Second, the difficulty of elementary school teachers in applying the 2022 revised mathematics curriculum was found to be the greatest in evaluation. Third, in relation to the use of edutech, teachers in elementary schools are also expected to have difficulties in teaching and learning methods to foster students' digital literacy, assessment using teaching materials or engineering tools, and assessment in online environments. Fourth, the difficulty of elementary school teachers in applying the 2022 revised mathematics curriculum was also significant in relation to mathematics subject competencies. Fifth, it was found that there is also difficulty in understanding the major changes of the achievement standards, including the addition, deletion, and adjustment of the achievement standards, and the impact on the learning of other achievement standards. Finally, the responses of elementary school teachers to the expected difficulties and necessary support in applying the 2022 revised mathematics curriculum did not differ depending on the size of the school where it is located, but statistically significant differences were found in a number of items depending on the teaching experience of the teacher. Based on these research results, we hope that various support will be provided for the 2022 revised mathematics curriculum, which will be applied annually from 2024.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.691-715
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• 2015

This study explored preservice secondary mathematics teachers' mathematical knowledge for teaching [MKT]. In order to measure preservice teachers' MKT, we developed items according to Ball, Thames & Phelps (2008)'s domains and conducted to 53 preservice teachers. Also, we interviewed 1 preservice teacher with the items and a set of interview questions. The findings from the data analysis suggested as follows: a) overall, the preservice teachers scored average 30.2 out of 100; b) the preservice teachers appeared to be unable to explain students' difficulties in learning a specific mathematical idea and how they would respond to and resolve such difficulties.

• The Mathematical Education
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• v.59 no.2
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• pp.185-199
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• 2020

The purpose of this study is to discuss what the incorporation of humanistic imagination into mathematics means to mathematics education and to suggest implications for mathematics education in school mathematics. Traditionally, mathematics has been perceived to be far from our life problems because it targets logical and pure abstract thinking. According to international mathematics and science studies such as TIMSS and PISA, Korean students have relatively high mathematics achievement in the international research, but their attitude toward mathematics is very negative and their awareness of why they are learning mathematics and their satisfaction with life is low. In mathematics education, linking mathematics with humanities imagination allows students to view problems of human life from a humanities perspective, and to have an understanding of others and reflect on themselves from a new perspective. The researcher introduces several examples of whether mathematics and humanistic imagination can be combined for mathematics education. In this study, the ultimate reason for learning mathematics is to achieve learners to realize the principles of life or Dharma, and to live a happier life. However, in order to expand its rich meaning by making these new attempts in mathematics education, the researcher argued that tolerance and patience are needed for many challenges and difficulties in improving the quality of mathematics content itself including applying humanistic imagination to mathematics properly.

• School Mathematics
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• v.9 no.1
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• pp.99-117
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• 2007

In this paper it is discussed how children develop their logical reasoning beyond difficulties in the process of making sense of division with decimals in the classroom setting. When we consider the gap between mathematics at elementary and secondary levels, and given the logical nature of mathematics at the latter levels, it can be seen as important that the aspects of children's logical development in the upper grades in elementary school should be clarified. This study focuses on the teaching and learning of division with decimals in a 5th grade classroom, because it is well known to be difficult for children to understand the meaning of division with decimals. It is suggested that children begin to conceive division as the relationship between the equivalent expressions at the hypothetical-deductive level detached from the concrete one, and that children's explanation based on a reversibility of reciprocity are effective in overcoming the difficulties related to division with decimals. It enables children to conceive multiplication and division as a system of operations.

• Journal of The Korean Association of Information Education
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• v.21 no.5
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• pp.487-495
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• 2017

The flipped learning is an inverted teaching model where students learn the basic concepts using short videos at home and then come to class to enable effective practice and interactions among teachers and students. However, due to the students' lack of self-regulated competence, most students have difficulties of comprehending the instructional materials out of class by themselves. In this paper, we develop an interactive app for active flipped learning in the mathematics courses in the elementary schools. We examine the effectiveness of the active flipped learning on learners groups with different achievement levels in learning 4th grade mathematics concepts in the elementary schools. The pretest and posttest survey results show that the proposed flipped learning approach has better performance compared to the traditional flipped learning approach.