• Education of Primary School Mathematics
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• v.27 no.3
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• pp.247-260
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• 2024

In real life, the concepts of number range and approximation are frequently used. These concepts are closely related to various mathematical concepts, and the need for research on the defining and learning of these related terms is emphasized. The learning contents of seven mathematical terms related to the range of numbers and approximation were analyzed, focusing on the definition of terms and the context of real life. As a result of analyzing the contents of 10 currently used elementary school mathematics textbooks, the lessons were organized according to the achievement standards presented in the curriculum, but the composition and order, real-life context, examples used in definitions, and the highlighted parts and directions of the activities varied depending on the author's intent. Based on the analysis results, implications for textbook writing and classroom instruction were presented.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.198-210
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• 2013

The purpose of this study investigates high school students' recognition and realities on the integrated science essay and is to suggest desirable direction of integrated science essay of how eduction. To this end, this paper was a questionnaire developed for use, it consists of the status, the writing skills and recognition of integrated science essay. Firstly, all grade students recognize the interest in integrated science essay class, but the need for third grade boys urgently was feeling. Second, STEAM class as a whole than average preference was. Third, integrated science essay was the most relevant, then was mathematics, languages, philosophy ethics, and social. Fourth, integrated science essay class with boys than girls in grade 1, science essay writing, reading science-related essay books, grammar, knowledge of the science and philosophy of science lessons, classes STEAM, read commentary essay reference all on the item, the higher affinity. Currently being implemented in integrated science essay test compared to the first, team teaching approach in schools project under one class teaches students how many teachers should be made. Second, it would require modifications of course content tailored to the preferences of female preference for science higher grade female students to disappear.

• Education of Primary School Mathematics
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• v.15 no.1
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• pp.41-52
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• 2012

The korean mathematics textbooks according to the 2007 revised mathematics curriculum and the MiC textbooks are similar in that they introduce mathematical materials in real life situations and are composed in such a way that require students to form their own mathematical concepts. However the MiC textbooks are focus more on situation-centered problems and context-centered problems where a set of procedures need to be followed in order to arrive at an answer. So, this paper is aim at comparing the units of statistics in the korean mathematics textbooks and the MiC textbooks in order to find the implications for writing textbook. By comparing the specific content and the used methods, I found Korean textbooks focused on understanding concepts and spending less time surveying and collecting data. On the other hand, MiC textbooks used activities that real mathematicians would be involved with, such as surveying and analyzing data to compose mathematical concepts.

• Education of Primary School Mathematics
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• v.23 no.1
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• pp.45-61
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• 2020

The concept of equality is given as a way of reading the equal sign without dealing it explicitly in elementary school mathematics. The meaning of the equal sign can be largely categorized as operational and relational views. However, most elementary school students understand the equal sign as an operational symbol for just writing the required answers. It is essential for them to understand a relational concept of the equal sign because algebraic thinking in middle school mathematics is based on students' understanding of a relational view of the equal sign. Recently, the relational meaning of the equal sign is emphasized in arithmetic. Hence it is necessary for elementary school students to have some activities so that they experience a relational meaning of the equal sign. In this study, we investigate the meaning of the equal sign and contexts of the equal sign in elementary school mathematics to discuss explicit ways to emphasize the concept of equality and relational views of the equal sign.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.567-580
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• 2013

As integrated essay writing is performed in university entrance examinations, teachers and students recognize the importance of integrated essay, but teachers have still difficulties of teaching methods. The purpose of this study is to derive educational implications through case of mathematics instruction for integrated essay education to pre-service mathematics teachers. The content knowledge of this class is a definition of conic section in mathematics and properties of conic section in an antenna reflector. The students have to discover them using the history of math, manipulative material, paper-folding and computer simulation. In this teaching and learning process the students can realize mathematical knowledge invented by humans through history of mathematics. The students can evaluate the validity of that as create and justify a mathematical proposition. Also, the students can explain the relation between them logically and descript cause or basis convincingly in the process of justifying. We should keep our study to instructional materials and teaching methods in integrated essay education.

• Journal of the Korean School Mathematics Society
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• v.8 no.4
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• pp.481-494
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• 2005

In this study, the goal is to spread profound knowledge and theory through providing with accumulated methods in mathematics education to the students who are relatively neglected in educational benefits. The process is divided into 3 categories: mathematics for obtaining common sense and intelligence, practical math for application, and math as a liberal art to elevate their characters. Furthermore, it includes the reasons for studying math, improving problem-solving skills, machinery application learning, introduction to code(cipher) theory and game theory, utilizing GSP to geometry learning, and mathematical relations to sports and art. Based on these materials, the next step(goal) is to train graduate students to conduct researches in teaching according to the teaching plan, as well as developing interesting and effective teaching plan for the remote high school learners.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.599-615
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• 2015

Teachers' philosophies have not been emphasized enough in the current teacher education curriculum even though teacher's philosophy palys a critical role in schools and classrooms. The examination on pre-service teachers' teaching philosophies is necessary to improve teacher education curriculum so that teaching philosophies are often discussed in the courses of 'pedagogical content knowledge' as well as 'general education.' Therefore, the current study investigated 44 pre-service teachers' teaching philosophies, their sub domains, and relationships among the sub domains. The previous studies regarding mathematics teacher's teaching philosophy were more about 'teacher's belief' and employed deductive inference approach using surveys or questionnaires. These studies commonly pointed out that there were three major domains of 'belief on mathematics itself,' 'belief on teaching mathematics,' and 'belief on learning mathematics.' As these three domains of teacher's philosophy has been strengthened, there were very few studies examining the other potential domains of teacher's teaching philosophy. According to the findings of the present study, which employed inductive inference approach and pre-service teachers' free essay writing assignment, 'belief on teacher's role in mathematics classroom,' 'belief on the purpose of mathematics education,' and 'motivation to be a mathematics teacher' were additionally illuminated as sub domains of teacher's teaching philosophy. Moreover, the interrelationship among the sub-areas of teacher's teaching philosophy was disclosed. Specifically, 'belief on the purpose of mathematics education' and 'motivation to be a mathematics teacher' influenced the other sub domains. This implies that the relationships among the sub domains of teacher's teaching philosophy were more likely to be causal and vertical relationships rather than independent and parallel relationships. Finally, the findings from the current study provide implications indicating how pre-service teachers' teaching philosophies might be established in mathematics education courses for future research and education.

• Communications of Mathematical Education
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• v.34 no.3
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• pp.299-324
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• 2020

The purpose of this study was to identify high school students' mathematics learning style and its characteristics according to their personality disposition types and to propose mathematics learning strategies fit into each personality disposition type. For this purpose, MBTI personality test and survey to find mathematics learning style for 375 high school students were executed. The results were as follows. First, many students highly evaluated the effects of private education and prefer reference book to textbook. Second, there were significant differences on following variable domains of mathematics learning style such as learning attitude, learning habit(concentrativeness to concept understanding), problem solving strategies(effort for problem comprehension, use of various strategies), self management(metacognition) by MBTI personality disposition types(SJ, SP, NT, NF groups). Third, based on the results, the following mathematics learning strategies fit into each personality disposition type were recommended. SJ type students are needed to effort creative approach for open problem and to use mindmap as mathematics learning strategy. SP type students are needed to fulfill stepwise problem solving process and to effort constantly practice long/short term learning objectives. NT type students are needed to expand opportunity to study with friends and to use SRN(self reflection note) or mathematics journal writings as mathematics learning strategy. NF type students are needed to use mathematics learning note writing activity which include logical basis for each step of problem solving and to invest more time on learning algebra which need meticulous calculation.

• Communications of Mathematical Education
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• v.25 no.4
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• pp.681-691
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• 2011

Mathematics curriculum according to 2009 Revised National Curriculum suggests that school mathematics must cultivate interest and curiosity about mathematics in addition to creative thinking ability of students, and ability and attitude of observing and analyzing many things happening around. Centroid of a triangle in 2007 Revised National Curriculum is defined as 'an intersection point of three median lines of a triangle' and it has been instructed focusing on proof study that uses characteristic of parallel lines and similarity of a triangle. This could not teach by focusing on the centroid itself and there is a problem of planting a miss concept to students. And therefore this writing suggests centroid must be taught according to its essence that centroid is 'a dot that forms equilibrium', and a justification method about this could be different.

• The Mathematical Education
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• v.61 no.2
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• pp.305-322
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• 2022

Angle has a variety of aspects, such as figure, measurement, and rotation, but is mainly introduced from a figure perspective and a quantitative perspective of the angle is also partially experienced in the elementary mathematics textbooks. The purpose of this study was to examine how the angle concept introduction and development pattern in elementary school mathematics textbooks are linked or changed in middle school mathematics textbooks, and based on this, was to get the direction of writing math textbooks and implications for guidance. To this end, 57 math textbooks for the first grade of middle school were collected from the first to the 2015 revised curriculum. As a result of the study, it was found that middle school textbooks had a greater dynamic aspect of each than elementary school textbooks, and the proportion of quantitative attributes of angle was higher in addition to qualitative and relational attributes. In other words, the concept of angle in middle school textbooks is presented in a more multifaceted and complex form than in elementary school textbooks. Finally, matters that require consensus within elementary, secondary, and secondary schools were also proposed, such as the use of visual expression or symbol, such as the use of arrows and dots, and the use of mathematical terms such as vertex of angle and side of angle.