• School Mathematics
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• v.8 no.1
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• pp.89-106
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• 2006

In this research, we investigated the effects of mathematics education in using Socrates , method in a course of mathematics education in teacher's college. And we proposed some suggestions for education of future mathematics teachers. This study was conducted with 44 university students(third grade) who entered the department of mathematics education (future mathematics teachers) in 2005. We took a course in curriculum that was required for the future mathematics teachers in my department. In this course, we began with the reading the famous dialogue between Socrates and Meno's slave. And we analysed Socrates' questioning of Meno's slave and tried to understand what this dialogue is implicating in mathematics education. All the participants in this course was divided 11 groups. Each group designed a school mathematics class plan using Socrates' method and practiced their teaching plan by a performance(students' announcements). Through the analysis of research data. Five effects of mathematics education in using Socrates' method for future mathematics teachers were induced. Therefore, we suggest that future mathematics teacher need to have many opportunity to design and practice a mathematics teaching plan by using mathematics teaching-learning methods taught in their course.

• East Asian mathematical journal
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• v.35 no.4
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• pp.489-508
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• 2019

In this paper we used text mining method to analyze journals of mathematics education posterior to the year of 2016. To figure out trends of mathematics education research. we analyzed the key words largely mentioned in the recent mathematics education journals by Term Frequency and Term Frequency-Inverse Document Frequency method. We also looked at how these keywords match up with the key words that appear of education to prepare for future society. This result can infer the characteristics of mathematics education research in the aspect upcoming research topics.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.1-16
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• 2002

The 7th Curriculum emphasizes that in mathematics classes, mathematical concepts be understood and mathematical problems be solved through student's own exploratory activities including the use of data, manipulatives, andtechnological devices. Following the main idea of the Seventh Mathematics Curriculum, this paper dealt with instructional methods applied suitably and effectively in mathematics classes, and focused on the 'exploratory learning in groups' method in mathematics education. For this purpose, this paper reviewed and summarized theories related to general pedagogy and of mathematics education. Based on the results, it investigated appropriate instructional methods in mathematics education. In particular, this paper focused on studying the exploratory learning method while investigating its properties and understand- ing the relationship between the 'exploratory learning in groups' method and the discussion-centered method. Finally, in order to show the usefulness of the exploratory learning method, this paper developed an example of a teaching module using the exploratory learning method in addition to discussion and lecture-centered methods by the use of manipulatives. The main goal of the module was to make students understand the principle of multiplication of integers.

• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.493-511
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• 2009

The purpose of this thesis is to discuss the characteristic methods of Mathematics Education. However, it is not simple to find the proper research method of Mathematics Education since Mathematics Education deals with the practice of teaching and learning mathematics, as well as the topics of scholarly research on the practice. Issues on Mathematics Education might vary with the epidemical aspects, which are basic attitudes toward the knowledge and understanding about Mathematics. Thus, this thesis will discuss two questions: First, What are the distinguishing characteristics of Mathematics Education as a field of study, when compared with ones of mathematics? Second, What are the characteristic methods of Mathematics Education, when compared with ones of other academic fields? For solving those questions, this thesis starts from meanings of science and education. And it also classifies Mathematics as formal science whereas Mathematics Education as social science by showing differences between Mathematics and Mathematics Education: research subject of Mathematics targets on mathematics itself and it uses the deductive method. On the other hand, Mathematics Education research handles the practice of mathematics of students and uses plausible reasoning. Also, it will also show why Mathematics Education shares lots of aspects with social science, not with natural science, which has many different characteristics from those of social science. Many researchers have agreed that Education should be categorized into the social science but misplaced Mathematics Education and Science Education into the natural science. It is true that physics and chemistry are natural science. And also it should be said that pure science is formal science. But it should be considered that just like Education, Mathematics Education and Science Education are in the category of social science.

• The Mathematical Education
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• v.50 no.1
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• pp.89-102
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• 2011

The purpose of this study is to diagnose the problems of mathematics education in Korea by conducting an in-depth analysis of international comparative studies, a Delphi method, and a survey. Further analysis of TIMSS and PISA results also reveals several negative aspects of mathematics education practice in Korea. The mathematics education experts' opinions collected by Delphi method were classified into 12 categories: private education and test-driven education, curriculum and textbooks, lessons, evaluation, teacher, learner, teaching aid and facilities. affective aspects of mathematics, discrepancy between a theory and a practice, preservice/inservice teacher education and teacher employment test, education policy, and overall. Another survey was conducted to focus more on the development of curriculum which is a pending issue. Considering the fact that mathematics education should contribute to improve practical aspect as well as elaborate theoretical aspect, this study lays a foundation of improvement of mathematics education in Korea.

• The Mathematical Education
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• v.54 no.1
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• pp.31-47
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• 2015

School Math Field Trips(SMFT) for School Mathematics can be defined as teaching and learning activity of mathematics going into the field of Korean history, culture, science and technology. This is a literature analysis study to systemize teaching and learning method of mathematics based on literature analysis and real SMFT activity. First, SMFT was introduced to improve cognitive affective and cultural-mathematical teaching and learning method of mathematics. Second, SMFT has three purposes of cognitive, affective and cultural-mathematical. Third, to conduct mathematical education activity the direction of teaching was set. Forth, the progressing way of developing material and SMFT was researched. Fifth, developing the evaluation standard of SMFT and evaluation method was suggested.

• School Mathematics
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• v.1 no.1
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• pp.39-58
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• 1999

Nowadays, open education is popular in Korea. Various open education methods such as open time, open space, open curriculum, team teaching, small group learning are actively introduced into mathematics education. Current 'open education in mathematics' in Korea can be characterized as the application general education reform movement (open education movement) to mathematics education. This movement is interested in teaching methods rather than contents. In this article, I discussed with the limits and the problems of this application and argued that not the method-centered open general education reform movement but the content-centered mathematics education's own reform movement is necessary for the true mathematics education reform.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.123-140
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• 1997

Researchers have insisted that mathematics should be learned not as a product but as a process. Nevertheless school mathematics has chosen ‘top-down’ method and has usually instilled into the mind of students the mathematical concepts in the form of product. Consequently school mathematics has been teamed by students without the process of inquiring and mathematical thinking. According to Freudenthal, it is a major source of all problems of mathematics education. He suggested mathematising as the method for 'teaching to think mathematically' 'Teaching to think mathematically' through the process of mathematization, interpreting and analysing mathematics as an activity, is a means to embody the purpose of mathematics education.

• Education of Primary School Mathematics
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• v.9 no.1 s.17
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• pp.31-41
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• 2005

In modern theory, creativity is an aim of mathematics education not only for the gifted but also fur the general students. The assertion that we must cultivate the creativity for the gifted students and drill the mechanical activity for the general students are unreasonable. Freudenthal has advocated the reinvention method, a pedagogical principle in mathematics education, which would promote the creativity. In this method, the pupils start with a meaningful context, not ready-made concepts, and invent informative method through which he could arrive at the formative concepts progressively. In many face the reinvention method is contrary to the traditional method. In traditional method, which was named as 'concretization method' by Freudenthal, the pupils start with ready-made concepts, and applicate this concepts to various instances through which he could arrive at the understanding progressively. Freudenthal believed that the mathematical creativity could not be cultivated through the concretization method in which the teacher transmit a ready-made concept to the pupils. In the article, we close examined the reinvention method, and presented a context of delivery route which is a illustration of reinvention method. Through that context, the principle of pascal's triangle is reinvented progressively.

• School Mathematics
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• v.4 no.4
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• pp.617-631
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• 2002

In this study, we introduced the concept of ‘case-method’ which is the method to discuss about actual education with a concrete case. And we suggested that case-method need to be applied a program for mathematics teacher professional development. To assist this suggestion, we attempted to examine recent mathematics educational studies that is written by case-study and topics that is included in mathematics teacher educational program. After these examination, we pointed out that case-method with a educational case have not applied in teacher education program in korea. According to the suggestion in this study, we showed a concrete example of case-method. In this example, we set up three perspectives(on general theory of mathematics education, on contents of given case, on application given case to own class) to analysis given case and revealed several disscussion topics each perspective. Finally, we referred to the following research of this paper.