• The Mathematical Education
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• v.61 no.1
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• pp.83-108
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• 2022

This research is a case study in which teachers tried to improve classes through online class analysis and self-evaluation in elementary school mathematics classes using a checklist of class reflection based on fair access, autonomy, initiative, and evaluation areas in the TRU analysis framework of Schoenfeld (2016). As a result, it was confirmed that the teacher's fair participation, student autonomy, initiative, feedback, and evaluation areas improved teaching methods during the short time. Therefore, if you want to improve classes in relatively short period of time, you can see the effect of some improvement only by self-evaluation. However, continuous improvement of teaching methods require the help of a teacher communities including experts or critical colleagues, and a longer-term case study.

• Korean Journal of Mathematics
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• v.22 no.1
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• pp.45-56
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• 2014

Modern society demands leaders who are trained with competence to not only approach knowledge but also create new knowledge by comprehensively understanding and applying it, and a leader with character and commitment to share one's ideas with others and be able to accept criticisms. In response to these societal changes, universities are increasingly adopting 'small group discussion-based classes with an attempt to develop and strengthen communication skills through reading, writing and speaking. This paper seeks to introduce a case of a math lecture, where discussion-based class was applied to mathematical education, requiring practical problem-solving through an argumentative thought process.

• Journal for History of Mathematics
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• v.27 no.1
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• pp.81-93
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• 2014

The $L^1$-convergence of Fourier series problems through additional assumptions for Fourier coefficients were presented by W. H. Young in 1913. We say that they are the classical results. Using modified trigonometric series is the convenience method to study the $L^1$-convergence of Fourier series problems. they are called the neoclassical results. This study concerns with the $L^1$-convergence of Fourier series. We introduce the classical and neoclassical results of $L^1$-convergence sequentially. In particular, we investigate $L^1$-convergence results focused on the results of Bhatia's studies. In conclusion, we present the research minor lineage of Bhatia's studies and compare the classes of $L^1$-convergence mutually.

• Journal for History of Mathematics
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• v.32 no.6
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• pp.301-313
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• 2019

This paper briefly examines the Book of Changes that is the philosophical background of East Asian ancient mathematics and its collection of complementary(ShíYì), and then examines the structure and contents of GyeSaJeon, which explains the basic principles of Book of Changes as one of ShíYì. GyesaJeon reveals the unique East Asian thought of dealing with numbers in the process of explaining the formation of Eight-Gwae(Bagua) and Sixty-four-Gwae based on Yin-Yang theory. It understands numbers in terms of symbols, not quantitative, and use them to represent characteristics or hierarchy of certain classes, and to explain certain principles. Based on this, the implications of using East Asian mathematics history in the mathematics classroom are discussed.

• Bulletin of the Korean Mathematical Society
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• v.54 no.4
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• pp.1281-1291
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• 2017

Let R be a strongly 2-primal ring and I a proper ideal of R. Then there are only finitely many prime ideals minimal over I if and only if for every prime ideal P minimal over I, the ideal $P/{\sqrt{I}}$ of $R/{\sqrt{I}}$ is finitely generated if and only if the ring $R/{\sqrt{I}}$ satisfies the ACC on right annihilators. This result extends "D. D. Anderson, A note on minimal prime ideals, Proc. Amer. Math. Soc. 122 (1994), no. 1, 13-14." to large classes of noncommutative rings. It is also shown that, a 2-primal ring R only has finitely many minimal prime ideals if each minimal prime ideal of R is finitely generated. Examples are provided to illustrate our results.

• Research in Mathematical Education
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• v.3 no.1
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• pp.57-68
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• 1999

In this paper, we investigate the comparative effectiveness of two kinds of instructional methods in transfer of mathematics learning: one based on the situated cognition, i.e. situated learning (SL) and the other based on traditional learning (TL). Both classes (of grade 2) studied addition and subtraction of 3-digit numbers. After that, they completed two written tests (Written Test 1 included computation problems, Written Test 2 included computation problems and story problems) and a real situation test. As a result, no significant differences were found between the two groups' performance on computation skill in Written Tests 1 and 2. But the SL group performed significantly better on the performance of story problem and real situation test than TL group. This result indicated that the SL made improvement in transfer of mathematics learning. As a result of interviews with 12 children of the SL group were able to use contextual resources in solving real situation as well as story problems.

• The Mathematical Education
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• v.47 no.4
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• pp.405-419
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• 2008

The purpose of this study is to find oui the effects of teaching mathematical concepts by designing and applying teaching and learning programs that takes into consideration the students' strong intelligence, through the teaching and learning strategies based on the multiple intelligences theory. For this study, developmental and experimental research was conducted. In the developmental research part of the study, teaching and learning programs for teaching the concept of multiplication were designed and the activities based on the multiple intelligences were chosen. On the other hand, in the experimental research part, the data acquired from the application of nonequivalent control group pretest-posttest design in the actual classes was processed and analyzed. The results above indicate that the teaching and learning program based on the multiple intelligences theory improved the students' overall understanding of mathematical concepts by providing various types of activities. In addition, this program helped students to increase their confidence and generate a positive attitude towards learning math.

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.87-101
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• 2006

Gifted students in elementary, middle and high schools require a specialized curriculum to foster their mathematically gifted natures. Questions that stimulate the teacher's intellectual curiosity, student reactions and methods pertaining to content organization and problem formation are the main foci.

• Research in Mathematical Education
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• v.24 no.1
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• pp.49-67
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• 2021

In this study, the researchers analyzed the 2015 revised 3rd~6th grade Korean mathematics textbooks from the aspects of social justice in mathematics education. For this study, the researchers constructed a textbook analysis framework for social justice subjects, which categorized by social issues, economy education, democratic education, personality education, safety education, environmental education, and career education. As a result, the 2015 revised elementary mathematics textbooks were reflected the subject matter of social justice in the order of social issues, economic education and democratic education, personality education and environmental education, safety education and career education. Also, the subject of social justice appears in all 3rd~6th grade mathematics textbooks, but it is not explicitly dealt with by combining it with mathematical content. The researchers suggested that mathematics lessons should be developed including social justice issues aligned with elementary mathematics contents.

• International Journal of Contents
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• v.15 no.3
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• pp.7-12
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• 2019

The purpose of this study was to analyze characteristics and patterns of 'better class' by using the longitudinal text mining big data analysis technique from subjective lecture evaluation comments. First, this study classified upper 30% classes to deduce certain characteristics and patterns from every five-year subjective text data for 10 years. A total of 47,177courses (100%) from spring semester 2005 to fall semester 2014 were analyzed from a university at a metropolitan city in the mid area of South Korea. This study extracted meaningful words such as good, course, professor, appreciation, lecture, interesting, useful, know, easy, improvement, progress, teaching material, passion, and concern from the order of frequency 2005-2009. The other set of words were class, appreciation, professor, good, course, interesting, understanding, useful, help, student, effort, thinking, not difficult, explanation, lecture, hard, pleasant, easy, study, examination, like, various, fun, and knowledge 2010-2014. This study suggests that the characteristics and patterns of 'better class' at college, should be analyzed according to different academic code such as liberal arts, fine arts, social science, engineering, math and science, and etc.