• The Mathematical Education
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• v.52 no.3
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• pp.319-334
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• 2013

This study is a literature research on critical mathematics education. In this study, we analyzed the literature about critical theory and critical education, especially focused on Freire's educational works. And also, we reviewed studies and lesson examples about critical mathematics education. The purpose of this research is to improve understanding about critical mathematics education. We found the connection between the goals, teaching methods and contents of critical mathematics education and Freire's theory of critical pedagogy. Critical mathematics lessons stimulated student's sense of social agency and induced student's inquiry. Critical mathematics education has a merit on aspect of mathematical connection and communication by adopting social issues and student's discussion in mathematics lessons. Although there are many obstacles to overcome, critical mathematics education is one of the educational direction to seek.

• School Mathematics
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• v.11 no.3
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• pp.335-349
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• 2009

The purpose of this study is to explore how a mathematics teacher's beliefs about mathematics and teaching and learning and mathematics and how such beliefs are related to her knowledge manifested in her mathematics instruction. The study illustrates images of teaching practice of an American mathematics teacher in middle grades mathematics classrooms. Results suggest that the teacher seems consistent in teaching in terms of her beliefs about mathematics and learning and teaching mathematics in some degrees. In particular, the teacher's beliefs affected the ways in which mathematics teacher organized and structured her lessons.

• Journal for History of Mathematics
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• v.30 no.6
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• pp.327-339
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• 2017

Recently industry goes through enormous revolution. Related to this, major changes in applied mathematics are occurring while coping with the new trends like machine learning and data analysis. The last two decades have shown practical applicability of the long-developed mathematical theories, especially some advanced mathematics which had not been introduced to applied mathematics. In this concern some countries like the U.S. or Australia have studied the changing environments related to mathematics and its applications and deduce strategies for mathematics research and education. In this paper we review some of their studies and discuss possible relations with the history of mathematics.

• Journal for History of Mathematics
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• v.20 no.2
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• pp.47-58
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• 2007

In this paper, we shall try to give a comparative study of mathematics developments in ancient Greece and ancient Oriental mathematics. We have found that the Oriental Mathematics. is quantitative, computational and algorithmetic, but the ancient Greece is axiomatic and deductive mathematics in character. The two region mathematics should be unified to give impetus to further development of mathematics in future times.

• The Mathematical Education
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• v.40 no.1
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• pp.125-137
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• 2001

We review the mathematics education in Korea just after the 1595 Liberation and the first, second curriculum announced in 1955 and 1963, respectively. The 3rd curriculum announced in 1973 is influenced by “New Mathematics” in America. There were theoretical research about “New Mathematics”, but no experimental research about it in the school. So, there was not much effect of “New Mathematics” in mathematics education. After that we have the 4th, 5th and 6th curriculum which is improved by the result of experience in teaching. The 7th curriculum announced in 1997 emphasized practical mathematics. In this paper, we review the mathematics education and consider some problems in the 7th curriculum. We also consider some problems in mathematics textbook authorization under the 7th curriculum. To solve these problems, we suggest some facts. Especially, we need the philosophy about mathematics education and the enough knowledge about “Mathematics for Mathematics Teachers”.

• Research in Mathematical Education
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• v.26 no.3
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• pp.147-166
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• 2023

Mathematics is a science of pattern. Mathematics is a subject of inquiring which aims at discovering the models hidden behind the world. Pattern is abstraction and generalization of the model. Mathematical pattern is a higher level of mathematical model. Mathematics patterns are often hidden in pattern similarity. Creation of mathematics lies largely in discovering the pattern similarity among the various components of mathematics. Inquiring is the core and soul of mathematics teaching. It is very important for students to study mathematics like mathematicians' exploring and discovering mathematics based on pattern similarity. The author describes an example about how to guide students to carry out mathematics inquiring based on pattern similarity in classroom.

• Journal of The Korean Association For Science Education
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• v.31 no.3
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• pp.475-489
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• 2011

The purposes of this study were to inform the exemplary models of integrated science and mathematics and to analyze and discuss their similarities and differences of the models. There were two steps to select the exemplary models of integrated science and mathematics. First, the second volume (Berlin & Lee, 2003) of the bibliography of integrated science and mathematics was analyzed to identify the models. As a second step, we selected the models that are dealt with in the School Science Mathematics journal and were cited more than three times. The findings showed that the following four exemplary theoretical models were identified and published in the SSM journal: the Berlin-White Integrated Science and Mathematics (BWISM) Model, the Mathematics/Science Continuum Model, the Continuum Model of Integration, and the Five Types of Science and Mathematics Integration. The Berlin-White Integrated Science and Mathematics (BWISM) Model focused an interpretive or framework theory for integrated science and mathematics teaching and learning. BWISM focused on a conceptual base and a common language for integrated science and mathematics teaching and learning. The Mathematics/Science Continuum Model provided five categories and ways to clarify the extent of overlap or coordination between science and mathematics during instructional practice. The Continuum Model of Integration included five categories and clarified the nature of the relationship between the mathematics and science being taught and the curricular goals for the disciplines. These five types of science and mathematics integrations described the method, type, and instructional implications of five different approaches to integration. The five categories focused on clarifying various forms of integrated science and mathematics education. Several differences and similarities among the models were identified on the basis of the analysis of the content and characteristics of the models. Theoretically, there is strong support for the integration of science and mathematics education as a way to enhance science and mathematics learning experiences. It is expected that these instructional models for integration of science and mathematics could be used to develop and evaluate integration programs and to disseminate integration approaches to curriculum and instruction.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.364-372
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• 2016

The purpose of this study was to investigate preservice mathematics teachers' perceptions for mathematics digital textbook. To do this, we provided a questionnaire to 52 preservice mathematics teachers and analysed the questionnaires. The questionnaire was investigated using 5 point scale. The results of this study can be summarized as follows. First, the preservice mathematics teachers' perception on effectiveness of mathematics digital textbook was positive. Second, the preservice mathematics teachers' perception on interaction of mathematics digital textbook was normal. Third, the preservice mathematics teachers' perception on interest of mathematics digital textbook was positive. Fourth, the preservice mathematics teachers' perception on students' health of mathematics digital textbook was normal. Fifth, the preservice mathematics teachers' perception on class-management of mathematics digital textbook was normal. Sixth, some preservice mathematics responded that mathematics digital textbook was efficient to teach a function or a geometry, others responded that paper textbook was more efficient to teach a mathematics.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.101-123
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• 1998

The purpose of this study is to construct the "open" instructional model that might be used properly in mathematics classroom. In this study, the core philosophy of "openness" in mathematics instruction is looked upon as the transference itself from pursuing simply strengthening the function of instruction such as effectiveness in the management of educational environment into the understanding of the nature of mathematics learning and the pursuing of true effectiveness in mathematics learning. It means, in other words, this study is going to accept the "openness" as functional readiness to open all the possibility among the conditions of educational environment for the purpose of realizing maximum learning effectiveness. With considering these concepts, this study regards open mathematics education as simply one section among the spectrum of mathematics education, thus could be included in the category of mathematics education. The model for open instruction in mathematics classroom, constructed in this study, has the following virtues: This model (1) suggests integrated view of open mathematics instruction that could adjust the individual and sporadic views recently constructed about open mathematics instruction; (2) could suggest structural approach for the construction of open mathematics instruction program; (3) could be used in other way as a method for evaluation open mathematics instruction program.thematics instruction program.

• Journal for History of Mathematics
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• v.30 no.4
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• pp.247-258
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• 2017

The goal of this essay is to examine metaphors for mathematics and to discuss philosophical problems related to them. Two metaphors for mathematics are well known. One is a tree and the other is a building. The former was proposed by Pasch, and the latter by Hilbert. The difference between these metaphors comes from different philosophies. Pasch's philosophy is a combination of empiricism and deductivism, and Hilbert's is formalism whose final task is to prove the consistency of mathematics. In this essay, I try to combine two metaphors from the standpoint that 'mathematics is a part of the ecosystem of science', because each of them is not good enough to reflect the holistic mathematics. In order to understand mathematics holistically, I suggest the criteria of the desirable philosophy of mathematics. The criteria consists of three categories: philosophy, history, and practice. According to the criteria, I argue that it is necessary to pay attention to Pasch's philosophy of mathematics as having more explanatory power than Hilbert's, though formalism is the dominant paradigm of modern mathematics. The reason why Pasch's philosophy is more explanatory is that it contains empirical nature. Modern philosophy of mathematics also tends to emphasize the empirical nature, and the synthesis of forms with contents agrees with the ecological analogy for mathematics.