• East Asian mathematical journal
• /
• v.33 no.4
• /
• pp.413-429
• /
• 2017

This study is a basic study for developing a mathematical learning application program that can be used in smart devices for adaptive learning. We selected 20 mathematical learning applications including middle school contents and analyzed learning types. And we analyzed the contents and the learning process. As a result, most learning types of mathematics learning applications were problem-centered. Contents analysis results showed that the most applications have achievement goals. The factors that induce interest in learning were lacking and feedback was not provided sufficiently. Analysis of the learning process showed that most of the math learning applications were classified according to their purpose and characteristics.

• Journal of the Korean School Mathematics Society
• /
• v.11 no.1
• /
• pp.117-132
• /
• 2008

This paper has analyzed the problem of the inequality unit in 7th National curriculum 8-Ga stage from the following points. First, in respect to the written questions of the inequality unit over every textbook of 7th National curriculum, how are they allocated according to subject matters and what are their weak points? Second. how many of them are related to the authentic daily life or other subjects and what kind of subjects are they? Third, what are the problems related to the authentic daily life situation or what are the problems that have some inter-sentential errors, and what kinds of measures for their improvement can be taken? In keeping with view points above, we have analyzed the contents in current 16 different textbooks on th basis of their subject matters and especially put the emphasis on the relation to daily life and other subjects. Consequently, we found there are many textbooks that do not include various subject matters and that can not be related to various other subjects. It is necessary to connect mathematics to various daily life matters and other subjects to improve students' creativity and to make students understand the practicality of mathematics.

• Journal of the Korean Society of School Health
• /
• v.16 no.2
• /
• pp.71-84
• /
• 2003

This study was attempted to offer the basic data required for composing a systemic education contents for health by analyzing the contents related to health education shown in the guidebook for teachers and the schoolbook for students of all grades in the current 7th education course for elementary school. The objectives and data were totally 162 copies which were 90 copies of national schoolbook for 1~6 grades and 72 copies of guidebook for teachers used in elementary schools in the 7th educational course. The standards of selection for the contents related to health education including in each schoolbook were divided into 11 themes using the health care model suggested by Kim, Hwa Joong(1995) in the guidebook for health curriculum for elementary middle high schools. The results of this study are as follows: Firstly, the total hours of health education suggested in the 7th educational course for elementary school were 274 hours and it was 6.2% of the total class of 4,442 hours. Secondly, the contents about health education were distributed into 9 subjects of The right livelihood, The wise livelihood, The cheerful livelihood, Korean, Morals, Society, Science, Physical education, and Practical course etc. Physical education had the most contents about health education and there was nothing in Mathematics, Music and Arts. Thirdly, contents about health of regional society and environmental health were the most of 53 hours(19.3%), and contents about understanding of health were the least of 4 hours(1.4%). Fourthly, contents included equally in every grades were those about safety and emergency response, health of home and society, health of regional society and environmental health.

• Journal of Educational Research in Mathematics
• /
• v.26 no.3
• /
• pp.443-465
• /
• 2016

The study aims to compare our newest mathematics curriculum with Singapore's and analyse the differences of them. Because the levels of our mathematics education have been evaluated to be difficult to our students, we try to find that the evaluation is appropriate and there are other characteristics we have to notice carefully, and provide some implications for our mathematics curriculum. We mainly compared both mathematics curriculums focussed on the national documents of mathematics curriculum, and textbooks in the level of middle school. The results are following. Firstly, Singapore has three tracks based on students' abilities and there are three kinds of textbooks on the tracks. This is a different from our teaching on students level. Secondly, the introductions of our mathematics curriculum contents are not faster than Singapore's, but they have more concrete ranges of contents than us. Thirdly, the focus of Singapore's mathematics education lies on problem solving, and we can find some good examples of contents of textbook focussed on problem solving. Some mathematical concepts are introduced simply without any process of students discoveries or investigations, and the focus lies on the problem solving using the concepts. Fourthly, Singapore's mathematics textbooks are more emphasis on the internal connections than ours.

• School Mathematics
• /
• v.9 no.2
• /
• pp.291-312
• /
• 2007

As a result of observing the 10-th grade text books on mathematics now in use which show the way of introducing complex numbers for the first time, it is easy to see all the text books on mathematics use a quadratic equation $x^2+1=0$ for a new number i. However, Since using the new number i is artificial, this make students get confused in understanding the way of introducing complex numbers. And students who have problems with the quadratic equation can also have difficulty in understanding complex numbers. On the other hand, by using a coordinate plane with ordered pairs and arrows, students can understand complex numbers better because the number system can be extended systematically through intuitive methods. The problem is that how to bring and use ordered pairs and arrows to introduce complex numbers in highschool mathematics. To solve this problem, in this study, We developed a systematic and visible learning contents which make it possible to study the process of the step-by-step extension of number system that will be applied through elementary and middle school curriculum and all the way up to the introduction of complex numbers. After having applied the developed learning contents to the teaching and learning procedure, we can know that the developed learning contents are more efficient than the contents used in the text books on mathematics now in use.

• Journal of Educational Research in Mathematics
• /
• v.26 no.2
• /
• pp.309-331
• /
• 2016

Australian Curriculum Assessment and Reporting Authority(ACARA) was founded by Australian federal government in 2009. Leading under ACARA, national education curriculum development was propelled. Also from 2014 they gradually extended enforcement of new curriculum by a Reminder about new syllabus implementation (2013.01.29.). The research result of Australia's curriculum, and textbook shows that students repeat, and advance the same contents under spiral curriculum as they move to higher grade. They actively use digital technology, and also puts emphasis on practical context such as Money & financial mathematics. On the level of difficulty, or quantity aspect, Korea handles relatively advanced contents of 'number and operation' or 'Letters and Algebraic Expressions' domain than Australia. However on statistics domain, Australia not only puts more focus on practical stats than Korea, but also concerns as much on both various and qualitative terms Australia doesn't deal with formal concept of 'function'. However, they learn the wide concept of function by handling various graphs. This shows Australia has a point of similarity, and also difference to Korea on various angles.

• Journal of the Korean School Mathematics Society
• /
• v.10 no.4
• /
• pp.437-453
• /
• 2007

In this thesis, look around about problems of the present mathematics education, and then it devised the alternative plan to improvement of educational spot that mathematics instruction which considers an individual differences it applied the portfolio. To minimize the level deepening of knowledge, we choose the instruction which classified by level in the classroom. Above all things, we lay emphasis on searching the method to student for oneself can feedback about studying contents. We also carry out this method to students in Sang Dong middle school from 2002 to 2005. Therefore, we develop the instruction it applied the portfolio, to effectual studying participation of the students. Go through this process, we settle down the instruction which classified by level it applied the portfolio in the classroom at 2005 and produce a result that the instruction have an positive effect on the students' cognitive and sentimental filed.

• East Asian mathematical journal
• /
• v.28 no.4
• /
• pp.353-361
• /
• 2012

In this paper, we apply mathematising activities to geometry contents of corrent in middle and high school in order to actualize learning and teaching through Freudenthal's, Piaget's, and Van Hieles's mathematising among many theories affecting teaching and learning methods. Learners find out mathematical idea through the activities of mathematising that interprete mathematical problemm. And we derive mathematic through the experience of vertical mathematising that expresses it. Based on it, Freudenthal's progressive mathematising process, etc are used in doing the activities of applicative mathematising.

• The Mathematical Education
• /
• v.56 no.2
• /
• pp.177-191
• /
• 2017

This study was to investigate the effect of the statistics education program for the test-free semester. Two tests of questionnaires were used after revising some items for the subjects and statistical contents covered according to the purpose of the study during the 2nd semester, 2016. one was for finding students' attitude toward statistics and the other for understanding my career exploration. The statistics education program was developed for 5 lesson units and was applied to two classes with 53 students of one middle school in Gyeonggi-province. The results showed that students' understanding on career exploration was improved especially, in self understanding, perceiving career world related to statistics, and economical & educational understanding in statistical career. Also, the three areas such as interest, value, and effort among five areas about students' statistical attitude which was measured by the attitude test revised from the previous study, were improved with statistical significance. Moreover, we analyzed the degree of students' satisfaction over the program. Most of students were satisfied with the program saying that "I could not believe it is over now. The time has gone so fast." or "My mentor(a pre-service teacher) helped me a lot." Therefore, the program for the test-free semester should include the contents for exploring future-career and relating to real life.

• Journal for History of Mathematics
• /
• v.34 no.4
• /
• pp.137-149
• /
• 2021

The center of gravity of a triangle is the center of a physical shape. This is the content in the second grade of middle school, 'The Use of Similarity'. Unlike the cases of circumcenter and incenter, which are easily recognized visually, it is not easy for teachers to guide students with the visual meaning of center of gravity. According to the survey results, students, regardless of academic achievement, grade, and major, perceived the center of gravity of various plane figure as the center of their shape within a limited area through visual judgment. With reference to the results and contents of this process, it is hoped that the point of the three medians is meaningful not only in argumentative definition that the intersection of the triple line is the center of gravity of the triangle, but also in the center of a figure.