• Research in Mathematical Education
• /
• v.9 no.4 s.24
• /
• pp.335-340
• /
• 2005

According to the mathematics educational practice and research about gifted children in some secondary schools in China, the paper presented some relevant problems: 1. Missing or mistaken selecting in gifted children in China. It included the limitations of identifying standard and the fault of understanding and doing in practice, administration disturbance and emotional inclination. 2. Backward traditional mathematics teaching in gifted children in China. It included lower teaching starting point, slower teaching planned speed, simpler teaching contents and so on. The paper analyzed the problems, and made enlightenment for gifted children's mathematical teaching strategies: raising starting point of contents; emphasizing essential principles and skills; using flexible teaching methods; encouraging discover and creativity and developing harmoniously psychological level and mathematical ability. As to these strategies, some detail measures were offered as well.

• Journal of Educational Research in Mathematics
• /
• v.12 no.3
• /
• pp.389-408
• /
• 2002

This paper is based on a teaching experiment research conducted in a differential equations course at Ewha Womans University. The purpose of this paper lies in seeking a new direction in the teaching and learning of college mathematics by applying RME's theoretical essence to the teaching of differential equations. For this purpose, the emergent procedure had to be carefully considered before to analyzing the existing problems in teaching differential equations and alternative access to reformed differential equations. Methods of developmental research, ideas concerning teaching procedure and instructional design are offered. This research demonstrates that a deeper understanding of differential equations by students can be achieved with the instructional design which reflects the RME theory.

• Journal of the Korea Convergence Society
• /
• v.8 no.7
• /
• pp.331-339
• /
• 2017

Mathematics has kept the relationships with other studies constantly. However, there is not many researches about the integrated teaching-learning materials for mathematics. In this paper, we review the integrated learning theories and domestic research trends of the integrated learning for the mathematics. Through the literature review, we survey the integrated teaching-learning materials, which integrate the mathematics and other subjects for the secondary school. As a result, it can be seen that integrated teaching-learning materials of mathematics and science, social studies, arts, physical education, and korean literature have recently been developed to help raise awareness of the usefulness of mathematics. Further study on the revision and supplementation of these materials should be carried out based on this paper.

• The Mathematical Education
• /
• v.45 no.1 s.112
• /
• pp.75-96
• /
• 2006

The purpose of this study was to analyze how elementary pre-service teachers learned the pedagogical content knowledge of mathematics and to understand the challenges and difficulties that they experienced in the course of student teaching. A qualitative case study provided an in-depth description of the whole three weeks of student teaching process. Four pre-service teachers and two mentor teachers participated in this study. Multiple data collection techniques were used; classroom observations, in-depth interviews, document analysis, and researcher's field notes. The results of this study showed how pre-service teachers learn PCK of mathematics in designing mathematics lessons, understanding mathematics learners and delivering mathematics lessons and what are the difficulties and challenges they experienced. Finally this study discussed about some suggestions to pre-service program and future research.

• School Mathematics
• /
• v.7 no.3
• /
• pp.303-318
• /
• 2005

If students can use mathematics to solve their problems and learn the mathematical knowledge through it, they may think mathematics useful and valuable. This study is for the teaching through problem solving in mathematics education, which I consider in terms of the problem-based learning and mathematical modeling. 1 think mathematical modeling is applied to teaching mathematics as a problem-based learning. So I developed the teaching model, and showed the example that students learn the formal and hierarchic mathematics through mathematical modeling.

• School Mathematics
• /
• v.2 no.1
• /
• pp.183-202
• /
• 2000

The purpose of this study is to restructure the 10th grade mathematics curriculum for teaching the function area under the computer environment using ‘Mathview’, which is a computer algebra system designed for exploring algebra dynamically. The instructional sequence of the function area was redesigned to highlight the functions and properties of the computer software. And, based on the newly designed sequence, this study develops the sample ‘teaching unit’ using Mathview. The basic principle of the materials is to encourage students to investigate mathematics by manipulate various experimental tasks by themselves or through group study. And, the draft of the sequence and teaching unit was reviewed by some mathematics teachers and revised through the feedback.

• Journal for History of Mathematics
• /
• v.13 no.1
• /
• pp.99-112
• /
• 2000

In this paper we discuss the teaching methods about statistical inferences. Bayesian methods have the attractive feature that statistical conclusions can be stated using the language of subjective probability. Simple methods of teaching Bayes' rule described, and these methods are illustrated for inference and prediction problems for one proportions. Also, we discuss the advantages and disadvantages of traditional and Bayesian approachs in teaching inference.

• Journal of Educational Research in Mathematics
• /
• v.26 no.4
• /
• pp.683-700
• /
• 2016

The traditional teaching-learning in mathematics, which pursue only one correct answer, should be reexamined to cope with an age of uncertainty. In this research, Perry's epistemological development scheme was noticed as a theoretical approach to diagnose problems of dualistic mathematics lessons and to search solutions of the problems. And Design-Based Research method was adopted, We developed the epistemological development scheme through considering Perry's theory and related studies, scaffoldings and teaching-learning to enhance students' epistemological positions in mathematics. Based on these discussions we designed teaching experiment about operations with negative numbers, and analyzed its didactic implications.

• Journal of the Korean School Mathematics Society
• /
• v.3 no.1
• /
• pp.101-115
• /
• 2000

Development of new and highly efficient computer technologies are providing schools and homes with faster and multi-functioning computers, and text-oriented education softwares are now being rapidly replaced by multimedia CAI. There are also increasing needs for computer-literate teachers and more effective CAI materials. The goal of this study is to present effective ways to use computers as teaching aids in mathematics classrooms and how computers affect the students' achievement, interest and attitude in mathematics. Theoretical reviews on learning theories of CAI and multimedia were made before designing teaching plans for mathematics classrooms and the plans were applied to classrooms. The result of this study shows that there is a significant difference in achievement between control group and experimental group, and also indicates that CAI increases the students' interest and attitude in mathematics to a certain extent. Although using computers in classrooms are considered to be more effective in teaching than text-oriented lectures, the number of computers in schools is limited and all the students can not take advantage of individualized drill and practice programs or tutorial programs. One way of various solutions to this problem is developing teaching materials for middle or large sized classes and providing teachers with easy-to-carry notebook computers. And also mathematics teachers should be given more chances to train themselves in developing and using CAI materials.

• The Mathematical Education
• /
• v.51 no.3
• /
• pp.281-300
• /
• 2012

This study has examined the current status of mathematics education departments by analyzing its curriculum and teaching methods. We analyzed data set of the number of faculty and students, curricula, textbooks and instructional methods among 23 mathematics education department in Korea. The data reveals that the curricula of the universities of education has shown that more content knowledge subjects are taught than pedagogy knowledge subjects. However, it is important to note that there is increasing emphasis on pedagogical content knowledge. In addition, the curricula of mathematics education departments deal with various aspects of pedagogical content knowledge. What matters is whether the system works for developing a sound and deep understanding of fundamental aspects of the subject matter in future mathematics teachers. The results of the study point to the importance of pedagogical content knowledge and to the essential components that can promote further understanding of effective teaching for preparing future teachers in mathematics education departments.