• School Mathematics
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• v.15 no.3
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• pp.569-583
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• 2013

In Korea, the school mathematics curricula have been revised in every average 6 years by the government. From the year 2013, the new revised curricula called 2009 version are implied. The subject of elementary mathematics in this new curricula contains four issues to be improved. First, it should be allowed to call the basic figures such as box, cylinder, ball, quadrilateral, triangle and circle in verbal languages. Second, the name of the activities to define mathematical concepts should be changed from 'Yaksok', which means 'promise' in English, to a better and more honest one. Third, the concave polygons should be treated together with the convex ones. Fourth, the calculations of fractions should be weakened as much as possible for the elementary school children.

• The Mathematical Education
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• v.54 no.1
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• pp.1-11
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• 2015

The purpose of this study was to provide fundamental data and implication for forming desirable viewpoint of mathematics lesson critique and for improvement of expertise in lesson by compare and analyze the viewpoint of mathematics lesson critique of pre-service and in-service teachers. For the achievement of the purpose, The lesson critique materials of each 25 pre-service and in-service mathematics teachers were collected and arranged, and compare and analyze the viewpoint of mathematics lesson critique of pre-service and in-service teachers by using the standard for analyzing viewpoint of lesson critique composed of two categories, five main codes and 18 sub codes. The results of this study, both pre-service and in-service teachers have tendency for criticising lesson focusing on the practice rather than plan of lesson and both pre-service and in-service teachers showed evaluative reaction in most of critical statements and used positive ones rather than negative ones. The only pre-service teachers, though minor of them, showed non-evaluative reaction in criticising class and most of the statements were just description and explanation without any their own judgement for the scenes and activities of lessons and most of pre-service teachers have tendency to include reflection and introspection for their own class in lesson critique.

• Korean Journal of Childcare and Education
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• v.15 no.3
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• pp.115-133
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• 2019

Objective: The purpose of the study was to develop a mathematics education program utilizing food to improve the mathematical abilities of 4-year-olds and to analyze the effects of this program on 4-years-olds' mathematical concepts (number and operation, algebra, geometry, measurement, data analysis, and probability). Methods: The study selected 30 4-year-olds from two daycare centers located in K city. The experimental group (N=15) participated in the mathematics education program utilizing food, 10 times for five weeks, while the comparative group (N=15) participated in the seasonal mathematics education program based on the Nuri Curriculum. The activities of this intervention program were designed to cover all domains of Mathematical Exploratory areas in the Nuri Curriculum. For data processing and analysis, pre-test and post-test score differences between the two groups were analyzed through MANCOVA. Results: The experimental group had significantly higher scores on five mathematical concepts compared with the control group. A mathematics education program utilizing food had the positive effect of improving 4-year-olds' mathematical ability. Conclusion/Implications: Mathematic education programs utilizing food are recommended as necessary pedagogical data to develop the mathematical abilities of children in education centers, families, or relating to parenting education.

• Natural Product Sciences
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• v.25 no.3
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• pp.233-237
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• 2019

Three Diels-Alder type adducts, guangsangon E (1), chalcomoracin (2) and sorocein I (3) were isolated from hairy root cultures of Morus macroura. The structures of the isolated compounds (1-3) were determined by spectroscopic method (NMR and MS), and spectral comparison to literature. Cytotoxic activities of the isolated compounds (1 - 3) were investigated against P-388 murine leukemia cell line. Guangsangon E (1) showed the most potent cytotoxicity against P-388 murine leukemia cell line with $IC_{50}$ value of $2.75{\pm}0.32{\mu}g/mL$. To the best of our knowledge, guangsangon E (1) and sorocein I (3) were reported for the first time from the tissue cultures of M. macroura.

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.539-560
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• 2013

The purpose of this study was to investigate characteristics of mathematically gifted high school students' thinking in design activities using GrafEq. Eight mathematically gifted high school students, who already learned graphs of functions and inequalities necessary for design activities, were selected to work in pairs in our experiment. Results indicate that logical thinking and mathematical abstraction, intuitive and structural insights, flexible thinking, divergent thinking and originality, generalization and inductive reasoning emerged in the design activities. Nonetheless, fine-grained analysis of their mathematical activities also implies that teachers for gifted students need to emphasize both geometric and algebraic aspects of mathematical subjects, especially, algebraic expressions, and the tasks for the students are to be rich enough to provide a variety of ways to simplify the expressions.

• The Journal of the Korea Contents Association
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• v.16 no.5
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• pp.746-759
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• 2016

The purpose of this study was examine the effects of STEAM(Science-Technology-Engineering-Art-mathematics) activities on young children's scientific process skill ability and problem solving ability. Subjects were 34 five-year-old young children from S and H child care centers located in G city. Subjects were divided into an experimental(n=17) and a control group(n=17). The experimental group took part in the STEAM activities during 8 weeks, while the control group took part in the traditional science activities. The procedure for this study consisted of a pre-study, a pre-test, the treatment, and a post-test schedule. The results of this study were as follows: First, the experimental group showed significantly higher score than the control group in total scientific process skill ability. Second, the experimental group showed significantly higher score than the control group in total problem solving ability. These findings suggest that the experience of STEAM activities for young children can be effective teaching-learning methods for young children's scientific process skill ability and problem solving ability.

• The Mathematical Education
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• v.58 no.4
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• pp.519-530
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• 2019

According to previous studies, meta-affect based on the interaction between cognitive and affective elements in mathematics learning activities maintains a close mechanical relationship with the learner's mathematical ability in a similar way to meta-cognition. In this study, in order to grasp these characteristics phenomenologically, small group problem-solving cases of 5th grade elementary mathematically gifted children were analyzed from a meta-affective perspective. As a result, the two types of problem-solving cases of mathematically gifted children were relatively frequent in the types of meta-affect in which cognitive element related to the cognitive characteristics of mathematically gifted children appeared first. Meta-affects were actively acted as the meta-function of evaluation and attitude types. In the case of successful problem-solving, it was largely biased by the meta-function of evaluation type. In the case of unsuccessful problem-solving, it was largely biased by the meta-function of the monitoring type. It could be seen that the cognitive and affective characteristics of mathematically gifted children appear in problem solving activities through meta-affective activities. In particular, it was found that the affective competence of the problem solver acted on problem-solving activities by meta-affect in the form of emotion or attitude. The meta-affecive characteristics of mathematically gifted children and their working principles will provide implications in terms of emotions and attitudes related to mathematics learning.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.121-139
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• 2011

This study conducted experimental problem posing activities using real-life materials. This study investigated the changes on students' mathematical thoughts and attitudes through the activities. This study is conducted via participation of students in a 5th grade class of N elementary school located in Daegu city. As a qualitative case study, this study focused on processes of problem posing rather than results. The problems applying new situations appear, and the used mathematical terms, units, and figures became more practical. The numbers of problems made are increased gradually, and more complex conditions are added as activities are performed. Most of the students revealed interests about problem making activities.

• School Mathematics
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• v.15 no.3
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• pp.651-665
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• 2013

The aim of this study is to find how unformal proof activities contribute to solving problems successfully and to confirm the role of teachers in the progress. For this, we developed a task that can help students communicate actively with the concept of unformal proof activities and conducted a case lesson with 6 graders in Elementary school. The study shows that unformal proof activities contribute to constructing representations which are needed to solve math problems, setting up plans for problem-solving and finding right answers accordingly as well as verifying the appropriation of the answers. However, to get more out of it, teachers need to develop a variety of tasks that can stimulate students and also help them talk as actively as they can manage to find right answers. Furthermore, encouraging their guessing and deepening their thought with appropriate remarks and utterances are also very important part of what teachers need to have in order to get more positive effect from these activities.

• Journal of the Korean School Mathematics Society
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• v.4 no.1
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• pp.115-124
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• 2001

This research is focused on the development of Math teaching and/or learning materials in which the students are centered, not teachers, and which can, in turn, activate and reinforce the students' extra curricular Math activitie The findings I came to have through my research can be summarized as follows: 1. Math teaching and/or learning materials developed based on the students' interactions in the Math extra-curricular activities helped students to learn Math better and to be more interested in Math. 2. There was a positive attitude change toward Math on the side of the students after being introduced in and exposed to Math through the above mentioned Math teaching and/or learning materials. 3. There was a positive attitude change toward Math on the side of the students after being taught Math using the above mentioned Math teaching and/or learning materials. The suggestions I came to have through my research are as follows: 1. There need to be more consistent efforts in developing the Math teaching and/or learning materials which can be used in the Math extra-curricular activities. 2. There need to be more consistent efforts in developing Math teaching paradigms which can be used in Math extra-curricular activities. 3. There need to be more consistent efforts in developing the Math teaching and/or learning materials which can be used in the Math class as well as in Math extra-curricular activities. 4. There need to be more consistent efforts in developing the Math teaching and/or learning materials which are more grade-, unit-, and category-conscious.