• East Asian mathematical journal
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• v.32 no.2
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• pp.291-300
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• 2016

The integration of mathematics education is required Fundamentally discussion about the nature and purpose of mathematics education. After the theoretical discussion of that, Practical approach of that can be correctly realized. However, It is the impression that theoretical discussions and practical action about the current discourse about integration in mathematics education are the wrong order. To understand the practical action for the integrated approach in mathematics education, theoretical discussion of the integrated approach of mathematical education is properly required.

• East Asian mathematical journal
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• v.35 no.4
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• pp.489-508
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• 2019

In this paper we used text mining method to analyze journals of mathematics education posterior to the year of 2016. To figure out trends of mathematics education research. we analyzed the key words largely mentioned in the recent mathematics education journals by Term Frequency and Term Frequency-Inverse Document Frequency method. We also looked at how these keywords match up with the key words that appear of education to prepare for future society. This result can infer the characteristics of mathematics education research in the aspect upcoming research topics.

• East Asian mathematical journal
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• v.27 no.2
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• pp.223-242
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• 2011

The fact that Herbart's education has realized in the educational context the Kant's theory of transcendental education by applying Kant's transcendentalism to education is of great significance for education. It also provides an implication for mathematics education that Herbart's education of mathematics education can be applied to mathematics education through an attempt to combine a practical ethics education and an aesthetic emotion education with mathematics education. Both Kant and Herbart clearly show that an only practical, aesthetic education would not exist as a solely theoretical mathematics education cannot. Therefore, these multi-dimensional aspects of mathematics education should be always considered as a whole although there could be a difference in importance among those aspects. It implies that, regardless of the environments for mathematics education, mathematics teachers and students must do mathematics education activities that take into consideration the humanity in its entirety. The theory of mathematics education based on Herbart's education reveals that the entireness of human being should not be neglected in any case. In this regard, Herbart's theory of education shows that mathematics education is an all-inclusive theory of mathematics education that embraces both phenomenon and transcendence.

• Communications of Mathematical Education
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• v.19 no.4 s.24
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• pp.787-792
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• 2005

We studied on mathematics courses and their scores that the freshmen of department of applied mathematics in Paichai university, 2005, took in their high schools. We tested their mathematical ability and indicated a situation and problems in mathematics education of a university.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.683-705
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• 2009

In this study we classify and analyze 265 papers which had been published in the Journal Series A in Korean Society of Mathematics Education from year 2000 to year 2008. We have also studied all the papers in the Journal Series A in Korean Society of Mathematics Education last 46 years based on Professor Lee, Gang-sup's paper 'A Classification and Analysis of the Articles in -From issue 1 to issue 99-'.

• Research in Mathematical Education
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• v.8 no.1
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• pp.31-37
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• 2004

This study explores the relations between mathematics and the natural human language. At the very outset, a general definition of language was, given while it was attempted to make some comparisons between the words of natural language and mathematical symbols at that. Besides, the occupation of natural language functions within mathematics was handled. Consequently, it was tried to manifest that the language of mathematics enjoys the features of natural language as well. Mathematics makes use of many functional and structural features. The fact that fundamental ingredient of mathematics is symbols does not change this reality.

• Research in Mathematical Education
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• v.5 no.2
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• pp.127-132
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• 2001

Mathematics holds a key position among many subjects of school education. Besides having an instrumental value, mathematics for the general public has been underestimated. Thus, in this paper we examine how western educational theorists have emphasized the value of mathematics as humanities form of education. First of all, we discuss Platonism as a philosophical basis of the ancient Greek mathematics education. Next, we examine the thoughts of Froebel, who provided the theoretical basis for the public education since 19th century, and discuss the value of mathematics teaching in their humanistic educational thoughts. Also, we examine the humanistic value of mathematics education in Dewey\\`s educational philosophy, which criticized the traditional western ethics and epistemology, and established instrumentalism. In this paper, we recognize the humanistic values of mathematics education through the historical examination of the philosophies of mathematics education.

• Research in Mathematical Education
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• v.4 no.2
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• pp.79-93
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• 2000

The purpose of this article is to introduce the gifted education of mathematics in Korea. We first discuss what is going on in Korea for mathematics education for gifted students. The curriculums for the institutes for gifted education are mentioned. Some focus of this article is proposing some teaching materials that are actively utilizing many basic concents of cryptography and super-string theory, along with careful use of calculators and computers. Many of the materials haven been designed with problem-posing approach on through invoking the cognitive conflict.

• Research in Mathematical Education
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• v.18 no.2
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• pp.89-101
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• 2014

This paper presents a survey study aiming to systematically review research on mathematics education in China and identify important variables that should be considered in future research. The literature surveyed is selected from doctoral theses. The study reveals that important progress has been made over the last two decades. Following the review and discussion, the study proposes five needed directions for advancing research on mathematics education in China.

• East Asian mathematical journal
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• v.29 no.2
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• pp.169-187
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• 2013

The purpose of this study is to analyze whether mathematics education course can improve secondary pre-service math teacher' belief and correlation on pre-service math teacher' belief and mathematics education achievement. In order to achieve this purpose, the test was conducted to the subject of 34 pre-service secondary math teachers of the grade 2 and grade 4 who were chosen from H university in D city and we analyzed the results. Findings on this study are as follows. First, there was meaningful difference in the pre-service math teacher' belief with significant level of 0.05. This proved that mathematics education course was effective on improving pre-service math teacher' belief. Second, there was not meaningful correlation in the pre-service math teacher' belief and mathematics education achievement.