• Research in Mathematical Education
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• v.10 no.3 s.27
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• pp.215-227
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• 2006

After reviewing China's appearance and research on the Math open-ended problems, together with the application of those problems in mathematics test of Shanghai Senior Middle School Entrance Exams (SSMSEE) since 1999, this paper points out the difficulty in establishing an evaluation system for such problem. Through comparative study, the paper gives an operational definition of open-ended problem, and it attempts to establish an evaluation system and non-systematic competence targets that are appropriate to Math open-ended problems. Meanwhile, it describes the performance feature of those targets. By applying the standard international grading system of difficulty, it discusses the elements of difficulty in Math open-ended problems, and puts forward an evaluation as well as a level-of-difficulty forecasting system that is appropriate to the Middle School Entrance Exam.

• The Mathematical Education
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• v.38 no.2
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• pp.105-128
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• 1999

The aim of this study is to determine a way to make mathematics textbooks after Korea is reunited. For this, the analysis of curriculum in SouthㆍNorth Korea must be made before unification. Therefore this study compares and analyzes the contents, organization and mathematics terms used in the latest middle school textbooks(1995-1996). And it also compared and contrasted the two textbooks while determining the best points of each. In this way, this study will be a very useful guide for making new educational curriculum and new mathematics textbooks after South and North Korea be unified.

• Journal of the Korean School Mathematics Society
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• v.10 no.3
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• pp.323-340
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• 2007

This study set out to analyze the learning types that most students were engaged in after school, to review the efficiency of private education through academic institutions or tutoring, and to examine the directions in the after-school learning in math under the current system. It also aimed to analyze the impacts of those after-school learning activities on school classes and to suggest some plans to help public education get back on the track. In the study the after-school learning activities in the math subject were categorized into taking classes at academic institutions, tutoring, and autonomous learning. The grades of the subject students were compared and analyzed for three semesters to find the directions right for the school classes.

• Communications of Mathematical Education
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• v.25 no.3
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• pp.577-591
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• 2011

In this study, in order to use computer in mathematical learning effectively, we investigate application of computer shown textbooks in geometry unit of middle school mathematics. First, we analyzed about status of computer application and method of computer application in 27 textbooks. We presented concrete example of mathematics activity using computer that can be used by teachers. Also, we tried to find out the direction to use computer more effectively in teaching and learning geometry. Through this process, we do not simply use computer to play for interest but to use it more meaningfully.

• Communications of Mathematical Education
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• v.21 no.2 s.30
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• pp.199-225
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• 2007

We can use R package as a statistical package on the education of probability and statistics in elementary, middle and high school mathematics. R is an interactive mode package and graphical presentation tools in R are powerful. The greatest advantage is that R is a general public license package. We need to consider R package as a standard statistical package on the education of probability and statistics in elementary, middle and high school mathematics.

• Journal of the Korean School Mathematics Society
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• v.18 no.3
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• pp.259-279
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• 2015

In this paper, we study the recognition and fallacy of middle school students about the concepts of liner equations and liner functions. We chose 163 8th grade students and 103 9th grade students in M city and investigate their recognition and fallacy about the concepts of liner equations and liner functions. We found following facts. First, middle school students recognize an equation with respect to x as an equation, but do not recognize an equation with respect to y as an equation. Second, middle school students tend to recognize a linear function as a constant function y=p. Third, middle school students tend to distinguish an equation and a function according to the form of an algebraic expression. Finally, middle school students discern the difference between an equation and a function using their concepts in textbooks.

• Communications of Mathematical Education
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• v.32 no.2
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• pp.175-189
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• 2018

The purpose of this paper is to investigate the differences of the mathematics anxiety and mathematical achievement of middle school students according to gender and grade, and to find out which mathematics anxiety causes have more influence on mathematical achievement and how much it is. For this purposes, the problem of this study as follows: firstly, are there any differences in the mathematics anxiety and mathematical achievement according to gender and grade? secondly, are there any relationship between mathematics anxiety and mathematical achievement according to gender and grade? lastly, are there any mathematics anxiety predict to mathematical achievement according to gender and grade? The subjects of this study consist of 171(1st graders), 144(2nd graders), 272(3rd graders) students selected for a class of unit, in middle schools located in Seoul, Korea. In this study, for children's mathematics anxiety, Huh(1996)'s Mathematics Anxiety Scale was used. The collected data were analyzed by using the 24.0 SPSS program. The data were also tested by using the t-test, correlation and multiple regression. The major results of this study were as follows: firstly, mathematics anxiety and mathematical achievement have significant differences depending on gender and grade, secondly, mathematics anxiety and mathematical achievement have significantly related each other depending on gender and grade, lastly, the multiple regression analyses demonstrated that sub factors of mathematics anxiety were the significant predictors of mathematical achievement according to gender and grade.

• Journal of the Korean School Mathematics Society
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• v.11 no.1
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• pp.97-115
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• 2008

In high school mathematics class, to subtract a number b from a, we add the additive inverse of b to a and to divide a number a by a non-zero number b, we multiply a by the multiplicative inverse of b, which is the formal approach for operations of real numbers. This article aims to give a connection between the intuitive models in middle school mathematics class and the formal approach in high school for teaching operations of negative integers. First, we highlight the teaching methods(Hwang et al, 2008), by which subtraction of integers is denoted by addition of integers. From this methods and activities applying the counting model, we give new teaching methods for the rule that the product of negative integers is positive. The teaching methods with horizontal mathematization(Treffers, 1986; Freudenthal, 1991) of operations of integers, which is based on consistently applying the intuitive model(number line model, counting model), will remove the gap, which is exist in both teachers and students of middle and high school mathematics class. The above discussion is based on students' cognition that the number system in middle and high school and abstracted number system in abstract algebra course is formed by a conceptual structure.

• Communications of the Korean Mathematical Society
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• v.38 no.1
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• pp.89-96
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• 2023

Edgar obtained an identity between Fibonacci and Lucas numbers which generalizes previous identities of Benjamin-Quinn and Marques. Recently, Dafnis provided an identity similar to Edgar's. In the present article we give some generalizations of Edgar's and Dafnis's identities.

• East Asian mathematical journal
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• v.31 no.2
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• pp.245-273
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• 2015

The purpose of this study is to investigate environmental factors that affect mathematics learning of students in multicultural families. For this study, as study subjects, eight elementary school students and one middle school student, who were born and grew up in multicultural families in Korea due to international marriage of Korean father and foreign mother, and their five mothers were selected. To examine factors affecting mathematics learning and interests of students in multicultural families, relationships with parents, friends, and teachers were surveyed, and mathematics attitude test was performed. After conducting one on one interview based on collected questionnaires and results of the attitude test, qualitative data analysis was performed. As a result of survey and interview, positive factors affecting mathematics learning of students in multicultural families included arousing interest in mathematics through mother's mathematics teaching in her mother language and direct teaching, good peer relation, teacher's compliment and encouragement, and lowering the burden of language in accordance with characteristics of mathematics course.