• Education of Primary School Mathematics
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• v.16 no.3
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• pp.267-283
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• 2013

Mathematical justification is the process through which one's claim is validated to be true based on proper and trustworthy data. But it serves as a catalyst to facilitate mathematical discussions and communicative interactions among students in mathematics classrooms. This study is designed to investigate the effects of mathematical justification on students' problem-solving and communicative processes occurred in a mathematics classroom. In order to fulfill the purpose of this study, mathematical problem-solving classes were conducted. Mathematical justification processes and communicative interactions recorded in problem understanding activity, individual student inquiry, small and whole group discussions are analyzed. Based on the analysis outcomes, the students who participated in mathematical justification activities are more likely to find out various problem-solving strategies, to develop efficient communicative skills, and to use effective representations. In addition, mathematical justification can be used as an evaluation method to test a student's mathematical understanding as well as a teaching method to help develop constructive social interactions and positive classroom atmosphere among students. The results of this study would contribute to strengthening a body of research studying the importance of teaching students mathematical justification in mathematics classrooms.

• Journal of the Korean School Mathematics Society
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• v.25 no.4
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• pp.333-352
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• 2022

This study is aimed at developing the STEAM instruction materials for mathematics subject-based advanced technology and ICT teaching tools. In order to develop the STEAM materials, a PDI model in which the implementation and evaluation steps were simplified to Improvement was used. The developed STEAM materials were revised and supplemented by a group of experts. The subject of the STEAM class material developed in this study is 『Graph! The bridge that connects the past, present and future』 , 『You are the same but different!』 , 『Creating a virtual reality three-dimensional space together』 , 『And making interesting figures』 and 『Cover the roof of the turtle ship!』 . As a suggestion based on the results of this development study, various STEAM education materials should be developed and shared so that STEAM education can be performed in the elementary education field. And for the spread and settlement of STEAM education, the cultivation and expansion of STEAM education capabilities of on-site elementary school teachers or pre-service teachers will be an absolute prerequisite. And this suggests the need for a continuous and long-term approach to follow-up research on STEAM education.

• The Mathematical Education
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• v.58 no.3
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• pp.423-442
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• 2019

Stepping into the beginning of the fourth industrial revolution, we need new mathematics education plans and policies to foster talent in people for future. Investigating the present condition and teachers' perceptions of mathematics education in schools is an essential process in making mathematics education plans and policies that reflect the periodical changes and social needs. Thus, we developed a survey to investigate teachers' perceptions and present condition of mathematics education, conducted the survey for teachers in elementary, middle, and high schools, and analyzed the results of the survey. In this study, focusing on the results of the survey, we interpreted the results and provided implications for mathematics educational policies. Through frequency analysis of individual questionnaires and crosstabulation analysis between questionnaires, we could provide mathematics teachers' overall perceptions of mathematics education and basic information on the conditions of mathematics education in the schools. In addition, the findings of this study suggest that policymakers should consider the followings when developing new mathematics education plans and policies: having the proper number of students per class, reducing non-teaching work, supporting teachers' expertise in evaluation, improving Internet access and technology equipment, supporting the school administrators' change of perceptions of mathematics education, retraining teachers in the active use of ICT or technological tools, and supporting students having difficulty learning mathematics.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.717-718
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• 2022

본 연구에서는 예비교사의 인공지능 융합교육 역량 강화를 위한 캡스톤 디자인 기법 활용 인공지능 융합교육 프로그램을 개발하고 효과를 검증하였다. 개발된 교육 프로그램은 예비교사들이 스크래치 프로그래밍과 머신러닝포키즈, 캡스톤 디자인의 이해를 바탕으로, 인공지능 활용 융합 수업을 위한 주제 선정, 수업 설계 및 개발 후, 마이크로티칭을 하고 동료 평가 및 피드백을 하도록 조직되었다. 이는 2022년 1학기 K대학의 교양 강좌를 수강하는 예비교사들에게 처치되었다. 그 결과, 실험 대상자들의 인공지능 교수효능감의 사전-사후 t-검정에서 통계적으로 유의한 효과가 있음을 확인되었다.

• Journal of the Korean School Mathematics Society
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• v.12 no.2
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• pp.261-279
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• 2009

Permutation and combination are the subjects that most teachers feel difficult to teach in Mathematics. This paper investigated evaluation items and factors of anxiety of students for permutation and combination, and further examined the way to lessen the factors of anxiety. Two high school students participated for over a year from December 2007 to February 2008. Also, two teachers joined for the analysis of evaluation items. We found that the ill-structured problems and word problems are the main factors to bring about the anxiety, whereas cooperative learning with high intelligent peers, practice to read word problems and write the process of problems solving are helpful in lessening the mathematical anxieties. Further we propose that the study of appropriate teaching and learning method for permutation and combination should be performed in the future.

• Communications of Mathematical Education
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• v.30 no.3
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• pp.309-333
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• 2016

This study is part of app development research based on user centered design which targets silver generation learners. The mathematical contents provided by Senior math application focus on Numeracy issues. In order to finalize the user interface and the mathematical contents which is for developing the mathematic application, teaching experiment was carried out through 9 senior learners. Also CIPP program evaluation model was used for monitoring the result of this teaching experiment. Factors such as 'educational objectives' 'requirement analysis' 'educational environment' 'curriculum' 'learning content' 'learning matter' 'interaction' 'program administration' 'supporting environment' 'satisfaction' 'study result' 'substantiality of learning' were checked and as a result the Senior Mathematic application was developed through these feedbacks.

• School Mathematics
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• v.19 no.1
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• pp.43-58
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• 2017

According to the degree of teacher's understanding for the curriculum, There are a lot of differences in teaching-learning methods and assessment items are one of the representative products reflecting these differences. Therefore we need to investigate how the understanding degree of the teacher for curriculum is reflected in the paper-based assessment items through analyzing them. In this study, we analyzed midterm and final 219 exam papers of 'Calculus I' which was based on the 2009 revised mathematics curriculum and focused on items of 'the Limit of Sequences' which content area is among total 4,632 questions. We investigated how the changed curriculum is reflected in the high school evaluation. Based on the results of the analysis, we confirmed the problems derived from the paper-based assessment. Through this, we sought to draw implications for the educational policy that should be accompanied necessarily in order to stabilize the new curriculum after the revision of the curriculum.

• The Mathematical Education
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• v.56 no.2
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• pp.161-175
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• 2017

The purpose of this study is to compare and analyze the impact on low-achievers in mathematics who studied mathematics using Blended e-learning and Personalized system of instruction after school. Blended e-learning is defined as the management of e-learning using the e-study run by the education office in local. Personalized system of instruction was proceeded as follows; (1) all students are given a syllabicated learning task and a study guide, (2) students study the material autonomously according to their own pace for a certain period of time, (3) the teacher strengthens the students' motivation through grading and feedback after students study a subject and solve the evaluation problem. The learning materials for Personalized system of instruction are re-edited the offline education contents provided by the blended e-learning to the level of students. The 118 $7^{th}$ grade students from the D middle school participated in this study. The results were verified by achievement tests before and after the study, as well as survey regarding their attitude toward mathematics. The results are as follows. First, Blended e-learning has more positive impacts than Personalized system of instruction in mathematics achievement. Second, there was no difference in mathematics achievement according to their self-directed learning between Blended e-learning and Personalized system of instruction. Third, both types utilizing Blended e-learning and Personalized system of instruction have positive effect on attitude toward mathematics, and there is not their difference between two methods of teaching and learning mathematics.

• Journal of the Korean School Mathematics Society
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• v.19 no.2
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• pp.197-215
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• 2016

As the number of dislocated North Korean students is increasing, the need and interest in supporting their learning are higher. We interviewed two dislocated female North Korean students who had studied middle school mathematics in North Hamgyeong Province and finished high school in South Korea. Two participants compared their student experiences of mathematics lessons in North Korea to mathematics lessons in South Korea. There exist differences but also similarities between mathematics lessons in South and North Korea. On Based on these interviews, we discuss some implication of two students' experiences on mathematics lessons and examinations.

• Communications of Mathematical Education
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• v.26 no.3
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• pp.301-316
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• 2012

Ball, Thames & Phelps(2008) introduced the idea of Mathematical Knowledge for Teaching(MKT) teacher. Specialized Content Knowledge(SCK) is one of six categories in MKT. SCK is a knowledge base, useful especially for math teachers to analyze errors, evaluate alternative ideas, give mathematical explanations and use mathematical representation. The purpose of this study is to analyze the elementary teacher's SCK. 29 six graders made word problems with respect to division fraction $9/10{\div}2/5$. These word problems were classified four sentence types based on Sinicrope, Mick & Kolb(2002) and then representative four sentence types were given to 10 teachers who have taught six graders. Data analysis was conducted through the teachers' evaluation of the answers(word problems) and revision of students' mathematical errors. This study showed how to know meanings of fraction division for effective teaching. Moreover, it suggested several implications to develop SCK for teaching and learning.