• Journal for History of Mathematics
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• v.19 no.3
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• pp.1-20
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• 2006

The administrative service in Chosun Dynasty relating to mathematics was carried out by the middle class(中人) mathematicians selected by the official selection examination(取才). They belong to HoJo(戶曹) department and their ranks are GyeSa(計士), ByulJe(別提), HunDo(訓導 = mathematics teacher), and GyoSu(敎授 = mathematics professor). We call them SanWon(算員). HunDo and GyoSu played very important role although their ranks are low, for they educate SanWon and manage the official selection examination. Using JuHakSeonSaengAn(籌學先生案, List of mathematics teachers) and JuHakIpGyukAn(籌學入格案, List of successful candidates in the official selection examination for mathematics), we investigate HunDo and GyoSu in Chosun Dynasty.

• The Mathematical Education
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• v.43 no.4
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• pp.349-379
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• 2004

In Korea, the new system of college entrance examination is established and it will be conducted from the year 2005. There are many worries for the mathematics examination of the new system in the society of mathematics in Korea. In this study, we compare the characteristics of the mathematics examination for the college entrance examination of Korea to those of China, Japan, France, England and German. From this comparison, we point out some predictable problems of the new system of Korea and suggest some complemental methods.

• East Asian mathematical journal
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• v.33 no.4
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• pp.467-482
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• 2017

This paper studies the relationship between the college entrance examination scores and college mathematics achievements of the freshman, who are the students of college of technology and management in Yanbian University, by employing statistical analysis. First of all, we start from the correlation analysis of the majors and regions of students. Secondly, with gender and region as the classification, we divide the sample into two parts and test the mean significance, and we find that not only different gender but also different region have significant differences to college mathematics achievements. Thirdly, we use the college entrance examination scores as independent variable, and college mathematics achievement as the dependent variable to establish regression model. The model provides a realistic basis for the education department of our school, and provides reference value for the other major research.

• School Mathematics
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• v.11 no.4
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• pp.547-565
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• 2009

This study presents the examination system, contents, and types of items in mathematics in the examination subjects at a nationwide level that are applied to examination materials for college entrance through analyzing such system, contents, and types of problems. Based on the results of this analysis, this study draws certain issues on the contents that are to be included in large-scale national examinations used for materials for college entrance, types of items which are able to appropriately present such content, and specific issues on the examination system in order to effectively perform the examination through proper configurations in all these issues. Thus, this study will provide some basis to determine the examination system in mathematics for the College Scholastic Ability Test according to future educational curriculum.

• Journal for History of Mathematics
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• v.27 no.5
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• pp.347-364
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• 2014

This study aims at what is required knowledge and ability to pre-service math teachers in teacher certificate examination. First, the items are analyzed and among questions of discipline of mathematics education in the last five years are analyzed and classified. Second, an analytical framework suitable for item analysis is examined and the items are analysed by the analytical framework. Finally, helpful implications for discipline of mathematics education assessment can be drawn from this study. It is found that the discipline of mathematics education assessment has the following characteristics: 1) It assesses specific content of the assessment component; 2) It assesses a teacher's theoretical knowledge, practical knowledge and creative knowledge in terms of teaching ability; 3) There are six cognitive assessments; 4) There is an item for difficulty adjustment.

• The Mathematical Education
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• v.49 no.4
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• pp.395-410
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• 2010

Current mathematics of CSAT(College Scholastic Ability Test) faces time to prepare examination questions according to the new curriculum making this year the last. MEST(Minister of Education, Science and Technology) already decided the range of examination in 2008. However, the discuss about how to construct the questions and what form of questions should be set was not conducted enough. Mathematics items of CSAT will have to undergo changes both in 2012 and 2014. Also, reconstruction of the examination questions for the past 16 years and the exploration of the new direction are strongly required. To accord with these requirements, this study analyze Japan's college entrance exam, NCTUA(National Center Test for University Admissions) which is the most similar to our exams. And then on the basis of this, the applicable implication to set mathematics questions in 2012 and 2014 CSAT will be deducted.

• School Mathematics
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• v.18 no.3
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• pp.503-526
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• 2016

The study aimed at determining the identity of mathematics essay test in the university entrance examination. For this purpose, a document research was conducted for higher order thinking and mathematics essay ability and it analyzed the goal of assessment and the tendency of problem settings and looked into mathematics essay problems of twenty-five universities. As a result, the study found out that evaluation factors of mathematics essay test requires higher order thinking ability including mathematical knowledge and essay ability such as mathematical knowledge, understanding, problem solving, logical and critical thinking, creative ability, power of expression, argument skills. Also, problems from previous mathematics essay tests were set mainly to assess mathematical knowledge, understanding and problem solving. Based on the findings, the past mathematics essay tests in university entrance examination in Korea that require logical and critical thinking, creative ability, power of expression, argument skills were a rather small percentage of questions.

• The Mathematical Education
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• v.52 no.4
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• pp.443-464
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• 2013

The purpose of this study is to identify the first graders' mathematics learning abilities in elementary school. To do this, I examined the first graders on their mathematics learning abilities, and analyzed the test results. Although all of the evaluation factors are composed the mathematical contents which are taught in elementary school, the correct answer rate of them were very high. The results of this study will be used as the basis. for developing the mathematics curriculum and textbook in elementary school. Also first grade teachers can use the results of this study as a basis when they plan a instruction for the first graders.

• School Mathematics
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• v.13 no.1
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• pp.1-17
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• 2011

This study investigated the Chinese national university entrance examination (Gaokao) in mathematics administered in 2009 and 2010 to draw out some implications on the College Scholastic Ability Test (CSAT) in mathematics of Korea. To evaluate the attainments of basic mathematical skills and multilateral abilities required for further studies in university, the Gaokao mathematics is set in two forms(Art/Science), based on the Chinese national mathematics curriculum. The types of items in the Gaokao mathematics are multiple-choice, single-answer, and write-out-answer. The mathematical abilities that the Gaokao mathematics evaluates are mathematical reasoning, operation, geometrical imagination, application, and creativity. As a result, some implications on the Korean CSAT are drawn out in terms of the level of difficulty, the types of items, the arrangements, and the scores of items.

• Research in Mathematical Education
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• v.1 no.2
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• pp.117-125
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• 1997

Many primary school children struggle with mathematics and have low self-esteem in their own abilities. They know that the subject is important but they cannot cope, get left behind in their work and begin to hate mathematics. This paper reports the efforts to encourage and help a group of seventeen low achievers in mathematics prepare for their "primary six" public examination. The children were lacking in many thinking skills, but with encouragement, guidance and practice, thirteen of them (76.5%) showed improvements in their mathematical thinking and passed this important examination. This paper discusses these children's thinking in mathematics and how improvements were made.