• The Journal of the Korea Contents Association
• /
• v.7 no.9
• /
• pp.248-256
• /
• 2007

The purpose of this study is to design, develope, and deploy of online game content in middle school mathematics. This study analyzed related literature review, case studies, and educational game web sites for seeking better applicable design strategies. After serious discussion with experts based the design ideas, this study established its own educational game design model and it was applied to develop algebraic function lesson for middle school students. The developed content also was deployed in real classroom setting to see how students received the game contents and how. well they processed the design procedures and activities. We found that educational online game content, especially when applied to mathematics subject, can be effective in students interests and their motivations. We also observed that there were a few managerial errors such as need for detailed guidance for game, cumulative game results for later feedback, and so on. This study concluded that educational game contents should be able to widely spread out to get students' learning interests and strong motivation as well. We suggest that related research should be done toward to other subject than mathmatics and various students age groups.

• Journal of Elementary Mathematics Education in Korea
• /
• v.12 no.1
• /
• pp.79-100
• /
• 2008

Freudenthal has advocated the reinvention method. In that 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. Through analysis, it turns out that Korea's seventh elementary mathematics textbook is based on concretization method. In this thesis, first of all, I will reconstruct probability unit of seventh elementary textbook according to Freudenthal's reinvention method. Next, I will perform teaching experiment which is ruled by new lesson design. Lastly, I analysed the effects of teaching experiment. Through this study, I obtained the following results and suggestions. First, the reinvention method is effective on the teaching of probability concept and algorithm. Second, in comparison with current textbook strand, my strand which made probability concept go ahead and combinatorics concept let behind is not deficiency. Third, tree diagram is effective matrix which contribute to formalization of combinatorics calculation. Lastly, except for fraction, diverse representation of probability, for example percentage or informal ratio expression must be introduced in teaching process.

• Journal of Elementary Mathematics Education in Korea
• /
• v.22 no.3
• /
• pp.267-282
• /
• 2018

The purpose of this study is to develop and apply a Convergence program for teaching of congruence and symmetry and to investigate the effects of the mathematical creativity and convergence talent. For these purposes, research questions were set up as follows: 1. How is a Convergence program for teaching of congruence and symmetry developed? 2. How does a Convergence program affect the mathematics creativity and convergence talent of fifth grade student in elementary school? The subjects in this study were 16 students in fifth-grade class in elementary school located in Songpa-gu, Seoul. A Convergence program was developed using the integrated unit design process chose the concept of congruence and symmetryas its topic. The developed program consisted of a total 12 class activities plan, lesson plans for 5 activities. Mathematics creativity test, a test on affective domain related with convergence talent measurement were carried out before and after the application of the developed program so as to analyze the its effects. In addition, students' satisfaction for the developed program was investigated by a questionnaire. The results of this study were as follows: First, A convergence program should be developed using the integrated unit design process to avoid focusing on the content of any one subject area. The program for teaching of congruence and symmetry should be considered students' learning style and their preferences for media. Second, the convergence program improved the students' mathematical creativity and convergence talent. Among the sub-factors of mathematical creativity, originality was especially improved by this program. Students thought that the program is good for their creativity. Plus, this program use two subject class, Math and Art, so student do not think about one subject but focus on topic 'congruence and symmetry'. It help students to develop their convergence talent.

• The Mathematical Education
• /
• v.62 no.1
• /
• pp.57-78
• /
• 2023

Students' engagement in lessons not only determines the direction and result of the lessons, but also affects academic achievement and continuity of follow-up learning. In order to provide implications related to teaching strategies for encouraging students' engagement in elementary mathematics lessons, this study implemented lessons for middle-low achieving fifth graders using open-ended tasks and analyzed characteristics of students' engagement in the light of the framework descripors developed based on previous research. As a result of the analysis, the students showed behavioral engagement in voluntarily answering teacher's questions or enduring difficulties and performing tasks until the end, emotional engagement in actively expressing their pleasure by clapping, standing up and the feelings with regard to the topics of lessons and the tasks, cognitive engagement in using real-life examples or their prior knowledge to solve the tasks, and social engagement in helping friends, telling their ideas to others and asking for friends' opinions to create collaborative ideas. This result suggested that lessons using open-ended tasks could encourage elementary students' engagement. In addition, this research presented the potential significance of teacher's support and positive feedback to students' responses, teaching methods of group activities and discussions, strategies of presenting tasks such as the board game while implementing the lessons using open-ended tasks.

• Communications of Mathematical Education
• /
• v.25 no.1
• /
• pp.99-118
• /
• 2011

For this case study of gifted education, two classrooms in two locations, show life in general of the gifted educational system. And for this case study the identity of teachers and the gifted, help to activate the mathematically gifted education for these research questions, which are as followed: Firstly, how is the gifted education classroom life? Secondly, what kind of identity do the teachers and gifted students bring to mathematics, mathematics teaching and mathematics learning? Being selected in the gifted children's education center solves the research problem of characteristic and approach. Backed by the condition and the permission possibility, 2 selected classes and 2 people, which are coming and going. Gifted education classroom life, the identity of teachers and gifted students in mathematics and mathematics teaching and mathematic learning. It will be for 3 months, with various recordings and vocal instruction between teacher and students. Collected observations and interviews will be analyzed over the course of instruction. The results analyzed include, social participation, structure, and the formation of the gifted education classroom life. The organization of classes were analyzed by the classes conscious levels to collect and retain data. The classes verification levels depended on the program's first class incentive, teaching and learning levels and understanding of gifted math. A performance assessment will be applied after the final lesson and a consultation with parents and students after the final class. The six kinds of social participation structure come out of the type of the most important roles in gifted education accounts, for these types of group discussions and interactions, students must have an interaction or individual activity that students can use, such as a work product through the real materials, which release teachers and other students for that type of questions to evaluate. In order for the development of meaningful mathematical concepts to formulate, mathematical principles require problem solving among all students, which will appear in the resolution or it will be impossible to map the meaning of the instruction from which it was formed. These results show the analysis of the mathematics, mathematics teaching, mathematics learning and about the identity of the teachers and gifted. Gifted education teachers are defined by gifted math, which is more difficult and requires more differentiated learning, suitable for gifted students. Gifted was defined when higher level math was created and challenged students to deeper thinking. Gifted students think that gifted math is creative learning and they are forward or passive to one-way according to the education atmosphere.

• Education of Primary School Mathematics
• /
• v.16 no.2
• /
• pp.123-145
• /
• 2013

This study was expected to yield the meaningful conclusions from the experimental group who took lessons based on inductive activities using GeoGebra at the beginning of proof learning and the comparison one who took traditional expository lessons based on deductive activities. The purpose of this study is to give some helpful suggestions for teaching proof to mathematically gifted elementary students. To attain the purpose, two research questions are established as follows. 1. Is there a significant difference in proof abilities between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? 2. Is there a significant difference in proof attitudes between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? To solve the above two research questions, they were divided into two groups, an experimental group of 10 students and a comparison group of 10 students, considering the results of gift and aptitude test, and the computer literacy among 20 elementary students that took lessons at some education institute for the gifted students located in K province after being selected in the mathematics. Special lesson based on the researcher's own lesson plan was treated to the experimental group while explanation-centered class based on the usual 8th grader's textbook was put into the comparison one. Four kinds of tests were used such as previous proof ability test, previous proof attitude test, subsequent proof ability test, and subsequent proof attitude test. One questionnaire survey was used only for experimental group. In the case of attitude toward proof test, the score of questions was calculated by 5-point Likert scale, and in the case of proof ability test was calculated by proper rating standard. The analysis of materials were performed with t-test using the SPSS V.18 statistical program. The following results have been drawn. First, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in proof ability than the comparison group who took traditional proof lessons. Second, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in the belief and attitude toward proof than the comparison group who took traditional proof lessons. Third, the survey about 'the effect of inductive activities using GeoGebra on the proof' shows that 100% of the students said that the activities were helpful for proof learning and that 60% of the reasons were 'because GeoGebra can help verify processes visually'. That means it gives positive effects on proof learning that students research constant character and make proposition by themselves justifying assumption and conclusion by changing figures through the function of estimation and drag in investigative software GeoGebra. In conclusion, this study may provide helpful suggestions in improving geometry education, through leading students to learn positive and active proof, connecting the learning processes such as induction based on activity using GeoGebra, simple deduction from induction(i.e. creating a proposition to distinguish between assumptions and conclusions), and formal deduction(i.e. proving).

• The Mathematical Education
• /
• v.61 no.2
• /
• pp.339-357
• /
• 2022

This study explores pre-service secondary mathematics teachers (PSTs)' noticing competency. 17 PSTs participated in this study as a part of the mathematics teaching method class. Individual PST's essays regarding the question 'what effective mathematics teaching would be?' that they discussed and wrote at the beginning of the course were collected as the first data. PSTs' written analysis of an expert teacher's teaching video, colleague PSTs' demo-teaching video, and own demo-teaching video were also collected and analyzed. Findings showed that most PSTs' noticing level improved as the class progressed and showed a pattern of focusing on each key aspect in terms of the Teaching for Robust Understanding of Mathematics (TRU Math) framework, but their reasoning strategies were somewhat varied. This suggests that the TRU Math framework can support PSTs to improve the competency of 'what to attend' among the noticing components. In addition, the instructional reasoning strategies imply that PSTs' noticing reasoning strategy was mostly related to their interpretation of noticing components, which should be also emphasized in the teacher education program.

• Journal of Elementary Mathematics Education in Korea
• /
• v.24 no.1
• /
• pp.109-128
• /
• 2020

South Korea places the core of public education in school education, and textbooks are compiled based on curriculum announced by the Education Ministry. Therefore, the compilation of high-quality textbooks is very important and requires more than just revising the curriculum. Korea had been working on developing textbooks several times, but it has been evaluated as a uniform textbook in terms of external system and editing design compared to advanced foreign textbooks. This can be said to be the result of the based to only the textbook's internal system, which should be dealt with in the textbook when compiling the textbook. The textbooks which were developed at seventh curriculum were made remarkable changes in the history of South Korea textbooks. In this study, we want to examine the nation's state-authored textbooks, from the seventh textbook to the current textbook in 2015 by order of magnitude and to give a careful look at what aspects of the changes are being made. To this end, the composition of textbooks is analyzed by dividing them into external and internal systems. The external system of textbooks focuses on changes in plate form, shape, lipid, color, and illustration, while the internal system focuses on changes in the composition system of the unit, the composition system of the contents by lesson, and the style of question. As a result, we led to a significant conclusion on the changes in textbooks.

• The Mathematical Education
• /
• v.56 no.3
• /
• pp.301-318
• /
• 2017

This paper explores students' question generation process and their study in small group discussion. The research is based on Anthropological Theory of the Didactic developed by Chevallard. He argues that the savior (knowledge) we are dealing with at school is based on a paradigm that we prevail over whether we 'learn' or 'study' socially. In other words, we haven't provided students with autonomous research and learning opportunities under 'the dominant paradigm of visiting works'. As an alternative, he suggests that we should move on to a new didactic paradigm for 'questioning the world a question', and proposes the Study and Research Courses (SRC) as its pedagogical structure. This study explores the SRC structure of small group activities in solving ill-structured problems. In order to explore the SRC structure generated in the small group discussion, one middle school teacher and 7 middle school students participated in this study. The students were divided into two groups with 4 students and 3 students. The teacher conducted the lesson with ill-structured problems provided by researchers. We collected students' presentation materials and classroom video records, and then analyzed based on SRC structure. As a result, we have identified that students were able to focus on the valuable information they needed to explore. We found that the nature of the questions generated by students focused on details more than the whole of the problem. In the SRC course, we also found pattern of a small group discussion. In other words, they generated questions relatively personally, but sought answer cooperatively. This study identified the possibility of SRC as a tool to provide a holistic learning mode of small group discussions in small class, which bring about future mathematics classrooms. This study is meaningful to investigate how students develop their own mathematical inquiry process through self-directed learning, learner-specific curriculum are emphasized and the paradigm shift is required.

• Journal of Educational Research in Mathematics
• /
• v.15 no.3
• /
• pp.251-272
• /
• 2005

Given that cognitive demands of mathematical tasks can be changed during instruction, this study attempts to provide a detailed description to explore how tasks are set up and implemented in the classroom and what are the classroom-based factors. As an exploratory and qualitative case study, 4 of six-grade classrooms where high-level tasks on ratio and proportion were used were videotaped and analyzed with regard to the patterns emerged during the task setup and implementation. With regard to 16 tasks, four kinds of Patterns emerged: (a) maintenance of high-level cognitive demands (7 tasks), (b) decline into the procedure without connection to the meaning (1 task), (c) decline into unsystematic exploration (2 tasks), and (d) decline into not-sufficient exploration (6 tasks), which means that the only partial meaning of a given task is addressed. The 4th pattern is particularly significant, mainly because previous studies have not identified. Contributing factors to this pattern include private-learning without reasonable explanation, well-performed model presented at the beginning of a lesson, and mathematical concepts which are not clear in the textbook. On the one hand, factors associated with the maintenance of high-level cognitive demands include Improvising a task based on students' for knowledge, scaffolding of students' thinking, encouraging students to justify and explain their reasoning, using group-activity appropriately, and rethinking the solution processes. On the other hand, factors associated with the decline of high-level cognitive demands include too much or too little time, inappropriateness of a task for given students, little interest in high-level thinking process, and emphasis on the correct answer in place of its meaning. These factors may urge teachers to be sensitive of what should be focused during their teaching practices to keep the high-level cognitive demands. To emphasize, cognitive demands are fixed neither by the task nor by the teacher. So, we need to study them in the process of teaching and learning.