• Title/Summary/Keyword: Mathematics Framework

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Analysis on the New Zealand Mathematics Curriculum: Focused on the Connectivity between Standards into Curriculum (뉴질랜드 수학과 교육과정 분석 - 교육과정 성취기준의 연계성을 중심으로 -)

  • Cho, Seongmin;Park, Ji Hyun;Choi, Inseon
    • School Mathematics
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    • v.19 no.3
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    • pp.423-441
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    • 2017
  • New Zealand had reformed their national curriculum with competence and are applying the revised curriculum. As the 2015 revised national curriculum is clothed with competency-based curriculum, New Zealand may have important implications for the study of the Korean revised curriculum. In this study, we examine characteristics of the education system and the national curriculum in New Zealand. In addition, we analyze the standards into the New Zealand national curriculum in terms of 'curriculum connectivity' that is one of important curriculum criteria for improving the quality of education. For this, we look an overview of the relation between the New Zealand curriculum and NCEA, which is the core of the student-centered education system in New Zealand, and analyze the correspondence between the New Zealand curriculum and the Korean curriculum. And we establish analysis framework of curriculum connectivity based on these comparison analysis contents, and analyze Korean mathematics standards with corresponding levels from among the New Zealand mathematics curriculum. According to the results of this study, the New Zealand curriculum includes the most of standards which Korean high school students who want to enter university of natural sciences of engineering need to require. In addition, the New Zealand curriculum highlights statistical research activities for developing problem-solving ability in real life. From perspective of curriculum connectivity, 'in-depth contents' adding on to repeating mathematical concepts or contents are included in the New Zealand curriculum.

ON LORENTZIAN QUASI-EINSTEIN MANIFOLDS

  • Shaikh, Absos Ali;Kim, Young-Ho;Hui, Shyamal Kumar
    • Journal of the Korean Mathematical Society
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    • v.48 no.4
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    • pp.669-689
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    • 2011
  • The notion of quasi-Einstein manifolds arose during the study of exact solutions of the Einstein field equations as well as during considerations of quasi-umbilical hypersurfaces. For instance, the Robertson-Walker spacetimes are quasi-Einstein manifolds. The object of the present paper is to study Lorentzian quasi-Einstein manifolds. Some basic geometric properties of such a manifold are obtained. The applications of Lorentzian quasi-Einstein manifolds to the general relativity and cosmology are investigated. Theories of gravitational collapse and models of Supernova explosions [5] are based on a relativistic fluid model for the star. In the theories of galaxy formation, relativistic fluid models have been used in order to describe the evolution of perturbations of the baryon and radiation components of the cosmic medium [32]. Theories of the structure and stability of neutron stars assume that the medium can be treated as a relativistic perfectly conducting magneto fluid. Theories of relativistic stars (which would be models for supermassive stars) are also based on relativistic fluid models. The problem of accretion onto a neutron star or a black hole is usually set in the framework of relativistic fluid models. Among others it is shown that a quasi-Einstein spacetime represents perfect fluid spacetime model in cosmology and consequently such a spacetime determines the final phase in the evolution of the universe. Finally the existence of such manifolds is ensured by several examples constructed from various well known geometric structures.

Fostering Pre-service STEM Teachers' Technological Pedagogical Content Knowledge: A Lesson Learned from Case-based Learning Approach

  • Srisawasdi, Niwat
    • Journal of The Korean Association For Science Education
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    • v.32 no.8
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    • pp.1356-1366
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    • 2012
  • As the recent demand for human resources in science, technology, engineering, and mathematics (STEM), the development of professional STEM teacher is called worldwide. It is becoming a critical need in teacher education in order to educate student teachers, and prepare pre-service and beginning teachers for high quality of teaching competency. To promote the competency for $21^{st}$ century STEM teachers, the epistemology of technological pedagogical content knowledge (TPACK) is currently considered as the essential qualities of knowledge for highly qualified teachers. The aim of this study is explore the effect of case-based learning approach on TPACK competency of pre-service STEM teachers. In order to develop the pre-service teachers' competency regarding effective integration of technologies into teaching specific content areas, a series of innovative case study teaching in science and mathematics was presented to 43 participants of pre-service physics, chemistry, biology, mathematics, and computer teachers during a course of information and communication technology (ICT) in Education at Khon Kaen University, Thailand. After finishing a case presentation, the pre-service teachers were encouraged into a forum of critical open discussion by considering the potential impact of the case and the TPACK framework. They were investigated instructional design competency of using ICT tools into student learning process and their personal beliefs about ICT in educational process both before and after. The participant's reactions and learning was evaluated by using a self-reported questionnaire and an implementation log of content-specific learning process design, respectively. Results showed a change of their beliefs and the transformation of their TPACK competency in STEM teaching. In an effort to better serve the needs of high quality STEM teachers, the results of this study illustrated that the competency of TPACK could be particularly considered as a core attributes for future STEM teachers. By the way, case-based learning approach can play an effective part in preparing and professing the TPACK competency for STEM teachers.

A Survey Study of Parents' Perceptions on Status of Parent-Child Mathematical Interaction and Use of Mathematical Materials at home (부모 인식을 통한 가정에서의 부모-자녀 간 수학적 상호작용 및 수학 관련 놀잇감 활용 실태 조사 연구)

  • Lee, Hyun-Kyung
    • Korean Journal of Human Ecology
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    • v.20 no.4
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    • pp.745-757
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    • 2011
  • The purpose of this study was to explore status of mathematical interactions between parent and child and use of mathematical materials at home. For this purpose, questionnaires were developed. The framework of the questionnaires consisted of mathematics education content domains. 276 parents(4-5 year old children) in J Province responded to the questionnaires, which were analyzed according to the level of home income, the mother's work conditions and the mother's level of education. The results were as follows: First, between parent and child mathematical interaction at home showed a 2.84 score in average and frequency of mathematical interaction expressed in the domains of 'Understanding of regularity', 'Measurement', 'Growing number sense', 'Space and shapes', 'Organizing data and showing results'. The domains of 'Growing number sense', 'space and shapes', and 'measurement' showed significant difference only by mother's level of education. The higher the mother's level of education, the more frequent the mathematical interaction between parent and child. Second, the use of mathematical materials showed an average score of 1.18, which means mathematical materials were practically not used at home. Also, the use of mathematical materials showed a slightly significant difference when measures against the levels of home income and the mother's level of education. The results showed a significant difference in parent-child mathematical interactions, and the possession and use of mathematical materials when measures against by level of home income and the mother's work conditions. Therefore, the results of this study suggest that the parent education program for mathematical interaction to apply at home and mathematics curriculum to be connected early in childhood education institution and home should be developed for parents.

Analysis of Textbooks on Statistical Problem-Solving Process and Statistical Literacy (통계적 문제해결과정 및 통계적 소양에 관한 <확률과 통계> 교과서 분석)

  • Lee, Jiyeon;Rim, Haemee
    • Journal of the Korean School Mathematics Society
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    • v.24 no.2
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    • pp.191-216
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    • 2021
  • This study analyzes how statistical literacy is implemented along with the statistical problem-solving process as described in the Statistical Estimation Unit of the textbook by the 2015 revised mathematics curriculum. The analytical framework was developed from the literature, and consists of 'context', 'variability', 'mathematical and statistical knowledge', 'using of technological instruments', 'critical attitude', and 'communication'. From the perspective of the statistical problem-solving process, the analysis revealed that many tasks equivalent to 'Analyzing Data' but lacked tasks related to 'Interpreting Results' and 'Formulating Questions'. As a result of analyzing the reflection of each element of statistical literacy, 'mathematical and statistical knowledge' was the most common task, but 'critical attitude' and 'using of technological instruments' were rarely dealt with. Based on the results of this textbook analysis, it was intended to provide implications for improving the curriculum and the development of textbooks for the growth of statistical literacy.

A Study on the Written Texts of a High School Mathematics Textbook and Teacher's Classroom Discourse -A Focus on 'The Relationship between Quadratic Functions and Quadratic Equations'- (고등학교 수학교과서의 설명텍스트와 교사 설명담화에 대한 체계기능언어학적 비교 분석 - '이차함수와 이차방정식의 관계'를 중심으로 -)

  • Jeon, Soo Kyung;Cho, Cheong-Soo
    • Journal of Educational Research in Mathematics
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    • v.25 no.4
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    • pp.525-547
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    • 2015
  • This study analyzed the written texts of textbook and the teacher's discourse explaining 'the relationship between quadratic functions and quadratic equations' in the 9th grade high school mathematics class. Data consisted of the lecture recordings and the textbooks were analyzed based on the Halliday's systemic functional linguistics. According to the results, the written texts of the textbook used lexico-grammatical strategies such as generalization using hyponomy of meanings, mathematical objectification through nominalization and materialization of meaning through change in themes to compose mathematical concepts. The textbook generalized from an example in the description of formulating mathematical concepts, and in this process the organizational interactions of discourse-semantic level and lexico-grammartical level appeared. On the other hand, the teacher's doscourse appeared the change in transitivity and the addition of the reasons and the process. Also the teacher used explanation process of formulating the relationship between quadratic functions and quadratic equations. The linguistic characteristics of the teacher were linguistic implication and omission of lexemes due to contextual ommission. And there was no use of structural lexico-grammatical resources that influence the discourse-semantic level. This results provide a new framework for analyzing mathematical discourse, and suggest the lexico-grammatical strategies that can be used to explain mathematical concepts by teachers in math classrooms.

Investigating Secondary Mathematics Teachers' Capacity to Select and Pose Cognitively Demanding Tasks (중등 수학교사의 과제 이해 및 변형 능력 : 인지적 노력 수준 중심으로)

  • Kim, Jung Eun;Lee, Soo Jin;Kim, Ji Soo
    • School Mathematics
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    • v.17 no.4
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    • pp.633-652
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    • 2015
  • The purpose of the present study is twofold: one is to understand secondary mathematics teachers' capacity to sort out given tasks based on Stein & Smith(1998)'s Cognitive Demands of Mathematical Task Framework; the second is to examine how the teachers assess the levels of cognitive demand indicated in students' reponses and how they modify the tasks to elicit the students' higher levels of cognitive activity. The analysis of 45 teachers' responses to the survey indicates that the teachers, in general, could select appropriate tasks for the given goal of the lessons but some made the decision merely by their appearances. Even though the teachers chose a particular level with different reasons amongst each other, most teachers could correctly evaluate the levels of cognitive demand of the students' responses. Finally, teachers could pose cognitively demanding tasks using various methods, but a number of them felt challenged in creating word problems that were realistic and aligned with curriculum.

The Study on the Investigation of the Evaluation Standards for Mathematics Teaching Focused on Teacher's Knowledge (수학 수업에서 요구되는 교사 지식에 대한 평가 기준 재탐색)

  • Hwang, Hye-Jeang
    • Communications of Mathematical Education
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    • v.26 no.1
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    • pp.109-135
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    • 2012
  • On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out the following research such as : 1) development of the standards on teaching evaluation between 2004 and 2006, and 2) investigation on the elements of Teacher Knowledge. The purposes of development of evaluation standards for mathematics teaching through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those studies focused on the knowledge of subject matter knowledge, knowledge of learners' understanding, teaching and learning methods and assessments, and teaching contexts. For this purpose, the part of subject matter knowledge was consisted of four evaluation domains such as the knowledge of curriculum reconstruction, knowledge of mathematical contents, methodological knowledge, mathematical value. The part of Learners' unders tanding included the evaluation domains such as students' intellectual and achievement level, students' misconception in math, students' motivation on learning, students' attitude on mathematics learning, and students' learning strategies. The part of teaching methods and evaluation was consisted of seventh evaluation domains such as instruction involving instructional goal and content, instruction involving problem-solving activity, instruction involving learners' achievement level and attitude, instruction on communication skills, planning of assessment method and procedure, development on assessment tool, application on assessment result in class were new established. Also, the part of teaching context was consisted of four evaluation domains such as application of instructional tools and materials, commercial manipulatives, environment of classroom including distribution and control of class group, atmosphere of classroom, management of teaching contexts including management of student. According to those evaluation domains of each teacher knowledge, elements on teaching evaluation focused on the teacher's knowledge were established using the instructional evaluation framework, which is developed in this study, including the four areas of obtaining, planning, acting, and reflecting.

An Analysis of the Writing Types Elementary School Students Presented in Mathematics Journal (초등학생의 수학 일기 쓰기 유형 분석)

  • Choi-Koh, Sang Sook;Park, Man Goo;Kim, Jeong Hyeon
    • Communications of Mathematical Education
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    • v.37 no.1
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    • pp.85-104
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    • 2023
  • The purpose of this study is to analyze the types of mathematics journals of elementary school students and to understand how they change in mathematics journals as the grade goes up, and to obtain implications in mathematics education. To this end, 170 of the 222 parish mathematics data submitted to the "Math Journal Contest" were analyzed with the consent of both minors and their parents. As for the framework for analyzing math journal types, 12 types were derived through independent analysis between three researchers. The research results showed that first, the type of math journal written by elementary school students is a variety of journals, such as observation, problem making, concept organization, and review. In addition, as a learning area, it was found that math journal showed a noticeable increase in experimental observation, problem making, and concept journal as the grades progressed, while a small number of idea journal and explanatory journals appeared. However, game (winning) strategy building and types declined. It can be seen that this is evolving from a type that requires activity-oriented or simple descriptions to a type that actively applies mathematical concepts. As such, there are 12-type of math journals, but it is necessary to actively use the teaching materials in writing that can be freely expressed in the school setting.

Bending analysis of magneto-electro piezoelectric nanobeams system under hygro-thermal loading

  • Ebrahimi, Farzad;Karimiasl, Mahsa;Selvamani, Rajendran
    • Advances in nano research
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    • v.8 no.3
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    • pp.203-214
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    • 2020
  • This paper investigated bending of magneto-electro-elastic (MEE) nanobeams under hygro-thermal loading embedded in Winkler-Pasternak foundation based on nonlocal elasticity theory. The governing equations of nonlocal nanobeams in the framework parabolic third order beam theory are obtained using Hamilton's principle and solved implementing an analytical solution. A parametric study is presented to examine the effect of the nonlocal parameter, hygro-thermal-loadings, magneto-electro-mechanical loadings and aspect ratio on the deflection characteristics of nanobeams. It is found that boundary conditions, nonlocal parameter and beam geometrical parameters have significant effects on dimensionless deflection of nanoscale beams.