• The Mathematical Education
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• v.47 no.4
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• pp.487-503
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• 2008

In this paper, descriptive assessment method for middle school mathematics was evaluated by developing a framework for designing and grading problems for descriptive assessment and analyzing the effectiveness of the problems. The new descriptive assessment problems were developed by reviewing the current 7th National Mathematics Curriculum of Korea and aligned mathematics textbooks to define a set of problem design principles and evaluation framework for the assessment strategy. The developed problems were first pilot tested and then revised based on the feedback from the test. The final version was field tested by 100 students in 7th grade middle school. After the field test, the problems were graded by two middle school math teachers and one math education researcher to determine the overall correlation between graders and also to analyze effectiveness of the evaluation framework of the test. This result of this study is expected to assist in the further development of descriptive problems and grading framework by providing a reference work for teachers to better understand the process and the limitations of executing the new assessment strategy.

• Research in Mathematical Education
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• v.14 no.4
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• pp.323-332
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• 2010

It is the development of a mathematics teachers' teaching knowledge that manifests a mathematics teacher's professional knowledge growth. It is becoming a direct and effective approach of conversion of mathematical knowledge into the knowledge of mathematics teaching. Through the investigation, the study revealed that the knowledge conversion process of mathematics teachers in middle school is restricted by three aspects including eight factors. From this point, the authors have structured the path and model on influencing factors of middle school Mathematics Teaching Knowledge Conversion (MPCK), and discuss the mechanism of the transformation process.

• Journal for History of Mathematics
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• v.33 no.1
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• pp.55-71
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• 2020

In this study, the situation of publishing middle and high school mathematics textbooks used at the period of the first curriculum were investigated. In the period of the first curriculum, middle and high school textbooks were used from 1956, and middle school textbooks were used until 1965, and high school textbooks were used until 1967. First of all, the announcements of the ministry of education related to the textbook authorization were examined in the government official gazettes of 1956~1967. However, there were considerable typographical errors in these announcements of the ministry of education. So textbooks used at that period were examined, and typographical errors were corrected by cross-checking the bibliographic information.

• Communications of Mathematical Education
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• v.26 no.3
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• pp.317-338
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• 2012

This paper compared and contrasted the views of effective mathematics instruction by 223 elementary school teachers and 151 middle school mathematics teachers using a questionnaire with 4 main domains (i.e., curriculum and content, teaching and learning, classroom environment and atmosphere, and assessment) and a total of 48 sub-elements. The analysis of results showed that elementary school teachers put their priority on the curriculum and content domain, while middle school counterparts did on the teaching and learning domain. The teachers commonly agreed with instruction which fosters students' self-directed learning ability, reconstructs the curriculum tailored to students' diverse levels, and establishes appropriate interaction between the teacher and students. However, elementary school teachers agreed more than middle school teachers with regard to the 23 elements related to effective mathematics instruction. In contrast, middle school teachers agreed more than their counterparts as for only 2 elements (instruction fostering mathematical representation and instruction eliciting students' learning motivation). This paper includes suggestions and implications related to Korean teachers' perception of effective mathematics instruction.

• Journal for History of Mathematics
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• v.26 no.1
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• pp.33-56
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• 2013

This is a literature study about the concept of 'Division into Equal Parts' in middle school geometry. First, we notice that the concept of the division into equal parts in middle school geometry is given in four themes, which are those of line segments, angles, arches and areas. Second, we investigate and analyse the historical backgrounds of these four kinds of divisions into equal parts. Third, the possibility of extension in terms of method and concept was researched. Through the result of this study, we suggest that it is desirable to use effective utility of history in mathematical teaching and learning in middle school.

• East Asian mathematical journal
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• v.28 no.2
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• pp.251-264
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• 2012

The revised mathematics education curriculum in 2007 decided to introduce mathematics workbooks to the textbook system, which were supplemental textbooks to support mathematics teachers' teaching and students' learning in level-based classroom. This study is to find the field status whether the middle school mathematics workbooks are currently used in the school to be in line with the original intention and purpose and to discuss the improvement direction and effective utilization idea which modification and amendment shall be made for the effective utilization in the field. To achieve the goal of this study, the inquiry survey was made from 75 middle school teachers of the 1st, 2nd and 3rd grade in the middle schools where the moving classing for each level(or class in each level)has been performed with provision of the questionnaire sheet for the understanding of the teachers for the utilization status of the mathematics workbook to solve such study task.

• The Mathematical Education
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• v.40 no.2
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• pp.291-315
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• 2001

There are some problems in the introduction of proof in middle school mathematics. Among the problems, one is the use of postulates and the another is the methods of proof how to connect a statement with others. The first case has been treated mainly in this note. Since proof means to state the reason logically why the statement is true on the basis of others which have already been known as true and basic properties, in order to prove logically, it is necessary to take the basic properties and the statement known already as true. But the students don't know well what are the basic properties and the statement known already as true for proving. No use of the term postulation(or axiom) cause the confusion to distinguish postulation and theorem. So they don't know which statements are accepted without proof or not accepted without proof, To solve this problems, it is necessary to use the term postulate in middle school mathematics. In middle school mathematics, we present same model of the introduction of proof which are used the postulates needed for the proof.

• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.257-271
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• 2001

This study investigated the new revised Mathematics curriculums of elementary schools in Korea and Japan at the end of the 20th century. The comparison was made especially with revising direction, purposes, and contents of elementary school mathematics curriculum in both countries. I began by comparing and confirming the ratio of instruction hours of Mathematics to the total instruction hours of all the subjects at as whole. This comparison was done of the elementary and middle school mathematics. The next part of the study was to compare in detail the purposes of revised mathematics in elementary and middle schools of both countries. Particular attentions was paid to the important revised points of Japanese elementary school Mathematics. Finally, I concluded by comparing the contents of elementary school Mathematics of the two countries. New mathematic text books in both countries having been published by revised curriculum, puts the future task in comparing, in detail, the concrete contents of each textbook.

• The Mathematical Education
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• v.37 no.1
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• pp.55-72
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• 1998

We prove many statements in middle and high school mathematics, so it is necessary to have some method for understanding the modes of proof. But it is hard to discuss about the modes of proof without knowing logics. Venn-diagrams can be used in a great variety of situations, and it is useful to the students unfamiliar with logical procedure. Since knowing a mode of proof that could be used may still not guarantee success of proof, it is also necessary to illustrate many cases of proof strategies. To achieve the above reguirements, (1)Even though intuition, the modes of proof used in middle school mathematics should be understood by using venn-diagrams and the students can use the right proof in the right statement. (2)We must illustrate many kinds of proof so that the students can get the proof stratigies from these illustrations. (3)If possible, logic should be treated in middle school mathematics for students to understand the system of proof correctly.

• School Mathematics
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• v.1 no.1
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• pp.235-243
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• 1999

This article is that we develop a learning materials using on the internet with JAVA in middle school mathematics. we construct the learning instruction simulation java program that students can use the applet on the internet for understanding the concepts of mathematics. We service the homepage at internet address. [http://edupark.kongiu.ac.kr]