• Education of Primary School Mathematics
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• v.4 no.1
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• pp.31-41
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• 2000

There has been much concern and worry about executing school curriculum from the year 2000 because the seventh curriculum is based on the complicated' differentiated education' concept. Now the new textbook has been developed according to the curriculum. This paper will reinforce the understanding of the curriculum and textbook in school math. In order to do this, this paper will present questions on three subjects to help school teachers and people related to math education to probe and discuss the benefits and problems of teaching math using the new textbook. The three subjects are based on the contents included in certain chapters of the math textbook. These are 1) understanding mathematics concepts using manipulatives or concrete objects, 2) doing math projects or problem solving activities 3) learning mathematics using calculators. furthermore, it is emphasized in this paper that math teachers must keep in mind that they should execute instruction in their own way using the 'textbook' not as a bible but as a guideline.

• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1318-1332
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• 2012

This paper takes another approach in assessing students' perception of mathematics. Instead of asking for verbal description of the students' perception of mathematics, we asked the respondents who were all college students to draw their perception of mathematics. This relatively new approach enabled students to take a second look of how they perceived math and, at the same time, explored students' creativity and provided a less austere appearance to mathematics which was taken usually in a more formal and severe manner. This approach of assessing students' perception of mathematics generated new information that could not be normally gleaned from other approaches like Likert Scale. Some drawings of mathematics of the respondents reinforced their math affect towards mathematics. For those who hated math, their drawings revealed so the same is true with those who loved mathematics. Examining the visual representations of mathematics and looking for commonalities, the researcher found a number of interesting themes that may shed some light to educators' understanding of students' math affect.

• The Mathematical Education
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• v.50 no.1
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• pp.119-128
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• 2011

In this paper, we studied into a qualitative research to see mathematical understanding of preschool and kindergarten's teachers such as feeling attitude, parents' concern, difficulty of math teaching in kindergarten field, teacher's role, type of feed back, beauty of math, relationship of real life, and self philosophy of math education. We selected 10 teachers whose career was 7~10 years. Because this research way is qualitative, we can new aspect that teacher want to break their ignorance for math. Moreover, they would like to learn about math practicality, application, and beauty from art in professional training. Therefore we assert that fusion math lecture would support in the professional training for teacher, preschool or kindergarten's president training, and remuneration training.

• Journal for History of Mathematics
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• v.29 no.5
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• pp.279-294
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• 2016

In this study, Bumwoo KIM Chi Young's (1916.12.24~1995.4.22) papers, essays and books on mathematics education were collected and classified. Bumwoo KIM Chi Young was the most important person on the New Math Movement (Modernization for Mathematics Education), and in 1973, he led the Third Reformation of National School Mathematics Curriculum in Korea. Bumwoo emphasized mathematical structure in mathematics education, and he was a strong advocate of importance of set theory, creativity and the type of spiral learning.

• Communications of Mathematical Education
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• v.20 no.4 s.28
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• pp.537-549
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• 2006

MAA Digital library Workshop, October 6-8, 2006 was held at the newly completed Carriage House Conference Center at MAA Headquarters. This workshop is designed to inform participants about the Mathematical Sciences Digital Library (MathDL), the new MAA Math Gateway project, and the National Science Digital Library (NSDL) and to enable participants to conduct short sessions publicizing these online resources at MAA Section Meetings. The workshop was conducted by Lang Moore, David Smith, and Eileen McIlvain. Major support is being provided by the National Science Foundation through the National Science Digital Library Program. We introduce what was in there and how we properly use and publicize them and add what we could do.

• Research in Mathematical Education
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• v.9 no.3 s.23
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• pp.269-273
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• 2005

Nowadays application of modem achievements of information technologies in science, engineering and education is usual phenomenon. Application of these technologies allows easily creating new methods of learning of mathematics. More of new methods of creation of multimedia electronic manuals on high mathematics are founded to application of multimedia and communication opportunities of the computer. But application only multimedia and communication opportunities of the computer at creation of multimedia electronic manuals on high mathematics is insufficient to elimination of 'gap' between training and studying high mathematics. So, we offer a new way of the decision of this problem: creation of a multimedia electronic manual on high mathematics with built-in a mathematical environment MathCad in the national language.

• School Mathematics
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• v.4 no.2
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• pp.261-282
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• 2002

This study intended to search for the way of NIE use as follows: 1) Setting up theoretical base about the way of NIE use to math loaming in primary school. 2) Analyzing the course mathematising through NIE use in math learning in practice. 3) Searching for the way of NIE use to aim at mathematising. As the result, this presented NIE model for mathematising according to the character of each step of the mathematising course. This paper says two things : The first, the way for using learning materials as reonstructing articles of newspapers to teach math learning 1) is searched for each information, scrapped to materialize. 2)is to extract the contents of NIE teaming available to the field and the unit of math curriculum. 3) searches for and applies the model for math NIE teaming. 4) makes up learning materials for each level using articles and presents the matters of deepening and supplement suitable for students. The second, the way for teaching math NIE with a view to helping students' mathematising during the course of teachers' math teaming. 1) reconstructs materials chosen by students' reality. 2) should offer students' communication and abundant context materials which mathematical model is possible. 3)needs to guide students to have motivation teaming so that they can mathematise their real matters by rediscovery 4) progresses mathematical activity using newspapers so that they can apply to new reality by applying informed Idea.

• Journal of Engineering Education Research
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• v.24 no.3
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• pp.50-57
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• 2021

Although the mathematics education process in AI education is a very important issue, little cases are reported in developing effective methods on AI and mathematics education at the university level. The universities cover all fields of mathematics in their curriculums, but they lack in connecting and applying the math knowledge to AI in an efficient manner. Students are hardly interested in taking many math courses and it gets worse for the students in humanities, social sciences and arts. But university education is very slow in adapting to rapidly changing new technologies in the real world. AI is a technology that is changing the paradigm of the century, so every one should be familiar with this technology but it requires fundamental math knowledge. It is not fair for the students to study all math subjects and ride on the AI train. We recognize that three key elements, SW knowledge, mathematical knowledge, and domain knowledge, are required in applying AI technology to the real world problems. This study proposes a modular approach of studying mathematics knowledge while connecting the math to different domain problems using AI techniques. We also show a modular curriculum that is developed for using math for AI-driven autonomous driving.

• The Mathematical Education
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• v.61 no.4
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• pp.613-629
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• 2022

This study explored the heterogeneous latent group on the influence of the learner's perceived math teaching method(instructor-centered, learner-centered) on math self-efficacy. In order to profile the characteristics of the detected latent group, the distribution of variables was confirmed, and multi-group analysis was conducted by SEM. According to the analysis results, two latent groups were detected, and the instructor-type group and the learner-type group were named. As a result of post-hoc analysis, the perception of instructor-centered classes and learner-centered classes, and the perception of math teaching ability were similar between the instructor-type and the learner-type group. But the instructor-type group had higher math self-efficacy, math interest, and math class engagement than the learner-type group. Also, in the instructor-type group, the effect of perception of math teaching ability on math self-efficacy and math class engagement was greater than that of the learner-type group. Whereas, in the learner-type group, the effect of math interest on math self-efficacy and math class engagement was greater than that of the instructor-type group. This study presented a new research method on the influence of math teaching methods on learners by applying the REBUS-PLS method.

• East Asian mathematical journal
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• v.16 no.1
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• pp.161-168
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• 2000

The purpose of this paper is to introduce a new type of weakend fuzzy continuity called fuzzy almost precontinuous and investigate properties of it.