• Communications of Mathematical Education
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• v.30 no.3
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• pp.295-308
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• 2016

In order to determine the message that is communicated to students about people who use math, this study analyzes contexts, human presence in particular, used in problems presented in a U. S. high school mathematics textbook. A framework was developed to analyze the human presence and was used to determine both the degree to which humans are present in the curriculum as well as characteristics of the present humans. One outcome of this study is the framework itself which can be used to analyze the human presence in any mathematics curriculum. Other outcomes include the determination that the particular mathematics textbook under study contains an overwhelming lack of humans, a surprising lack of named humans, and a disappointing presence of humans in math-related careers. These findings raise concerning questions about the message that is communicated to students about the usefulness of school mathematics and missing a valuable opportunity to inspire students to pursue degrees in mathematics. Additionally, it is hoped that these findings would inform the work of the Korean mathematics education communities on the textbook development.

• Communications of Mathematical Education
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• v.23 no.4
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• pp.953-959
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• 2009

Provide the present state and problems in mathematical ability of freshmen of Applied Mathematics Department in the year of 2009 on the bases of their mathematical abilities comparing on the early test and the final one of the first semester after taking Precalculus 1.

• Communications of Mathematical Education
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• v.25 no.3
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• pp.593-606
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• 2011

We carried out mathematics diagnostic tests for all first year engineering students at C University in Daejeon in 2008, covering precalculus and basic calculus. Then we divided into two classes such as regular and supplementary classes. The supplementary class students are lower 13% students. Then we gave extra classes for these students to support their basic and elementary calculus skills. As a result, these supplementary students received a meaningful accomplishment at the final exam. This paper analyzes the results and effects of various types of supplementary classes such as education by level, and proposes some strategies to enhance mathematics learning, particularly for under achieving first year engineering students.