• East Asian mathematical journal
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• v.31 no.4
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• pp.505-525
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• 2015

The purpose of this study is to analyze teaching method of addition and subtraction of whole number in Korea and New Zealand lower grade textbook and to get some suggestive points to develop mathematics curriculum and for a qualitative improvement of textbook. To do this, we will analyze focusing on teaching material, type and method of teaching, cases of real teaching and in the case of New Zealand, we will analyze portfolios together to see what kind of things do they deal with related to addition and subtraction. From these analyzing, the results are as follows: First, the guideline of accomplishment of group of year are stated in 2009 revised curriculum in Korea but it is rough. On the other hand, the level of accomplishment from kindergarten to high school are stated divided by eight kinds of thing in New Zealand curriculum. Second, there were common and different points in the aspect of teaching material. The common points are that both of our Korea and New Zealand are using materials related to real life intimately and the diifferent points are to use technology such as calculator and computer. They are more widely used in New Zealand than our Korea. Third, Korea had used routine method mainly but New Zealand had used method to develop creativity of learner such as to write problem corresponding to expression, posing problem corresponding to information, to complete table and find pattern and to write word problem to explain pattern and so on. Fourth, we could see special calculation strategies in the case of teaching addition and subtraction such as concept of double, compensation, various strategy based on counting of number, addition of the same number, magic square, near-double which are not finding in our mathematics textbook. Fifth, in the New Zealand textbook they had used teaching methods inducing curiosity of learner such as finding message and puzzle problem than solving given problem simply.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.745-768
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• 2010

The purpose of this study at gifted students' solving ability of the given study task by using all knowledge and tools which encompass mathematical contents and curriculums, and developing the teaching learning materials of gifted students in accordance with their level which tan enhance their mathematical thinking ability and develop creative idea. With these considerations in mind, this paper sought for the standard and procedures of teaching learning materials development according to the levels for the education of the mathematically gifted students. presented the procedure model of material development, produced teaching learning methods according to levels in the task of figurate number, and developed prototypes and examples of teaching learning materials for the mathematically gifted students. Based on the prototype of teaching learning materials for the gifted students in mathematics in accordance with their level, this research developed the materials for students and materials for teachers, and performed the modification and complement of material through the field application and verification. It confirmed various solving processes and mathematical thinking levels by analyzing the figurate number tasks. This result will contribute to solving the study task by using all knowledge and tools of mathematical contents and curriculums that encompass various mathematically gifted students, and provide the direction of the learning contents and teaching learning materials which can promote the development of mathematically gifted students.

• The Mathematical Education
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• v.41 no.1
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• pp.19-34
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• 2002

The 7th national mathematics curriculum lays emphasis on an interrelation of several subjects and a connection between mathematics and real life. In this reason, this study focuses on the enhancement of sound understanding nuclear energy which is one of important factor(concepts or contents) dealt with in the other subjects such as science, environment, social studies, etc.. Recently, even though it is insistent that nuclear energy be so important and request in the future society, there are still strong pro and cons regarding the use of it. In this study, teaching-and-learning materials were developed dealing with using nuclear energy, and consequently they might be used in math class for the purpose of enhancement of mathematical learning ability and of recognition on nuclear energy. In this study, Material 1 included a matter of the necessity for nuclear power plants using the ratio concept, and Material 2 did on a matter of the efficiency of nuclear energy and the unclear of nuclear power plants using ratio-graph, in the elementary and upper school mathematics. Material 3 focused on a matter of the principles of nuclear power plants using the properties of exponential law in high school mathematics. Ultimately, it is hoped in the study that more diverse instructional materials dealing with diverse situations inside and outside mathematics would be developed.

• School Mathematics
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• v.15 no.2
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• pp.353-367
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• 2013

A mathematics pre-service teacher T analyzed American mathematics textbooks and developed his teaching material for instruction. This study analyzed his thinking processes and results in the view of semiotics. If we regard the textbook as a sign and the unitary conversion that students should learn as an object of the sign, the interpretant of the sign is the pre-service teacher's analysis, which is conducted at the aspects of a subject matter knowledge and student understanding. T interpreted the textbook versatilely in terms of his knowledges and experiences. He developed his teaching materials as diagrams, did the diagrammatic thinking and became to have the hypostatic abstraction. This study is significant because it used semiotics for explaining T's thinking process.

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

• Communications of Mathematical Education
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• v.30 no.2
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• pp.139-159
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• 2016

This study is the field of mathematics education on the assumption that they can extend outside the classroom. Recent mathematics education is increasing the importance of field experience and various activities based on real-life math education. Thus, it is necessary to consider this situation in pre-service teacher's education. The purpose of this study is to apply the 'Mathematics Field Trips Activities' in the pre-mathematics teacher education. So the specific case of 'Mathematics Field Trips Activities' was analyzed. Mathematics teachers conducted preliminary exploration activities on the historical cultural property which were effective in the following four aspects. First, cognitive effects and second, definitive effect. Third, cultural-mathematical effect. Fourth, the effect on improving math class. Finally they were summarized and divided into classes target content knowledge and teaching knowledge both sides. As a result, the 'Mathematics Field Trips Activities' were found to have significant effects on pre-service math teacher. Finally, ongoing research is needed to settle into a new teaching and learning methods.

• Journal of the Korean School Mathematics Society
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• v.3 no.2
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• pp.123-131
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• 2000

In order to educate future leaders of the new age, we should help students to increase their basic knowledge, thinking and problem solving ability. It is necessary that we should use multi-media, computer as well as old teaching-learning material to improve students' basic knowledge and to motivate their interest in mathematics in the small-sized Middle School situated on the agricultural and fishery village. In solving this problem, it is ultimately necessary that we should utilize CAI program on the learning achievement in mathematics for the students to understand basic concept, principle, law and to promote teaching-learning process considered on individual different abilities. Therefore, this study is on the effect of students' interest and learning achievement in mathematics when we develop CAI program focusing on the lesson statistics in the 3rd Grade Middle School Mathematics Textbook and explain the concept and principle of statistics through using exact and various techniques of computers

• Research in Mathematical Education
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• v.9 no.3 s.23
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• pp.233-241
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• 2005

Mathematics has developed dramatically in today's world and come to be increasingly put into practical use in various fields in society. However, many Japanese students dislike mathematics. We have to study mathematics education with this situation in our mind. When we consider a better educational material, we don't have to consider only within the framework of the current school mathematics. We can expect to find good mathematical materials in fields beyond the school mathematics. In this paper, we study how the inclusion of idea such as 'fuzzy theory' and 'graph theory' influences pupils' approaches to learning mathematics.

• The Mathematical Education
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• v.56 no.3
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• pp.319-340
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• 2017

The purpose of this study is to develop teaching and learning materials for the mathematics project inquiry subject. Since this subject is newly opened in the 2015 revised mathematics curriculum, there are no textbooks and materials. Hence it is required to help teachers plan lessons of the mathematics project inquiry subject. For this study, developing directions and objectives are established. Ten hours of lesson plan and teaching and learning materials are also developed for the two themes of 'big data' and 'industrial mathematics'. Suitability and validity of the developed material are verified positively from a survey of 8 teachers and 2 professionals. The detailed result findings are as follows. First, teaching and learning notes are suggested for each lesson plan. They are comprised of building inquiry plan, doing inquiry, summarizing results, and presentation. Second, driving questions of each theme are developed as "What is the big data and where is it used for ?" and "How various is the use of the industrial mathematics ?" respectively. Third, poster-types of each project product are developed. Fourth, three inquiry activity sheets and examples which are theme selection, inquiry plan, and group activity are developed. Fifth, 4 assessment sheets of self, peer, group, and teacher-use are developed.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.151-172
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• 2021

In this study, I investigated prospective mathematics teachers' perceptions of activities using Wax-paper, a hands-on material (manipulatives), and GeoGebra, a technological tool, in teaching quadratic curves. Twenty prospective mathematics teachers in the Mathematics Education Department of a local university participated in a survey on their perception of the use of hands-on materials and technological tools in teaching quadratic curves. According to the results of this study, prospective mathematics teachers generally preferred the use of technological tools for learning and teaching quadratic curves. Additionally, mathematics teachers thought that the tool helped students develop intuitive thinking through visualizing quadratic curves, enabling the exploration of various mathematical properties, assisting the comprehension of various concepts, and increasing students' interest levels. However, they were concerned about the immature use of technological tools by students or teachers, and recognized that the advantages and disadvantages of using hands-on material and technological tools were complementary. Based on these findings, it is suggested that hands-on material and technological tools should be used complementally in mathematics classes, and the development and dissemination of class materials that are not affected by students' or teachers' ability to use technological tools is important.