• International Journal of Contents
• /
• 제17권2호
• /
• pp.9-19
• /
• 2021

The purpose of this survey-based study was to investigate high school students' perceptions of mathematics teachers' implementation of Universal Design for Learning (UDL)-based practices and technology in their mathematics classes in 2017. A total of 303 high school students in South Korea participated in this online survey on teachers' use of technology for instructional practices, the frequency of technology tool use, and the meeting of UDL guidelines in mathematics instruction. According to frequency analysis, high school students generally perceived their teachers' mathematics teaching as somewhat positive in providing multiple means of representation, action and expression, and engagement. However, mathematics teachers' implementation of technology tools in their mathematics classes was generally limited. This study indicated significant and positive relationships between variables regarding the use of technology tools and teachers' efforts to follow the UDL guidelines. Applying the Chi-squared test, we further examined how each survey result differed according to high school students' academic achievements and grade levels.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제57권2호
• /
• pp.111-136
• /
• 2018

This study suggests a framework for analyzing items based on the characteristics, and shows the relationship among the characteristics, difficulty, percentage of correct answers, academic achievement and the actual mathematical problem solving competency. Three mathematics educators' classification of 30 items of Mathematics 'Ga' type, on 2017 College Scholastic Ability Test, and the responses given by 148 high school students on the survey examining mathematical problem solving competency were statistically analyzed. The results show that there are only few items satisfying the characteristics for mathematical problem solving competency, and students feel ill-defined and non-routine items difficult, but in actual percentage of correct answers, routineness alone has an effect. For the items satisfying the characteristics, low-achieving group has difficulty in understanding problem, and low and intermediate-achieving group have difficulty in mathematical modelling. The findings can suggest criteria for mathematics teachers to use when developing mathematics questions evaluating problem solving competency.

• 한국수학교육학회지시리즈E:수학교육논문집
• /
• 제21권3호
• /
• pp.559-573
• /
• 2007

기존의 대학 교양수학은 공학이나 이학(자연)계열 또는 전공 분야의 구분 없이 주로 하나의 통합된 내용으로 교재가 구성되었다. 이러한 내용 구성은 전체적으로는 좋을지라도 현행 입시 체제와 사회적 변화에 대한 고려가 미약하다고 할 수 있다. 이에 대학 교양수학에서 다루어야할 수학 내용은 각 전공(또는 학부)별로 세분화할 필요가 있으며, 그 내용의 깊이는 전공에서 활용되는 정도와 대학생들의 수학 학습 상황을 고려하여 결정할 필요성이 있다.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제25권4호
• /
• pp.267-284
• /
• 2022

In response to the current educational situation of students' heavy workload, the author constructs the precision-targeted classroom based on Precision Teaching (PT), Network Pharmacology, and Treatment Based on Syndrome Differentiation. The precision-targeted classroom can solve the current problems of PT and the phenomenon of the heavy academic burden on students, achieve the reduction of the burden and increase the efficiency of education. The precision-targeted classroom includes five key points: targeted goals, childlike thinking, precise intervention, intelligent homework, and stereoscopic evaluation, and the implementation process of the precision-targeted classroom is built from three aspects: before, during and after class. In addition, the author applied it to the actual mathematics classroom to test its teaching effect, and the experimental results showed that: the precision-targeted classroom significantly improved students' academic performance and thinking level; considerably improved students' classroom learning status, and facilitated teaching personalization and realized homework quantity control and quality improvement.

• 한국학교수학회논문집
• /
• 제17권4호
• /
• pp.465-492
• /
• 2014

본 연구에서는 수학과 수업에 적용할 수 있는 지도 방법으로서 수준별 협동학습 학습지를 활용한 수준별 수업과 소집단 협동학습에서 그 효과를 알아보는데 목적이 있다. 이를 위해서 구체적인 연구문제를 살펴보면 다음과 같다. 첫째, 수준별 협동학습 학습지를 활용한 학급 내 수준별 협동학습으로 학생들의 수학의 학업성취도를 향상시킬 수 있는가? 둘째, 수준별 협동학습 학습지를 활용한 학급 내 수준별 협동학습으로 수학 교과에 대한 흥미와 자신감을 갖도록 하여 협동학습 태도를 향상시킬 수 있는가? 셋째, 수준별 협동학습 학습지를 활용한 학급 내 수준별 협동학습에 대한 학생들의 반응은 어떠한가? 이다. 연구결과로는 첫째, 실험집단은 비교집단에 비하여 학업성취도에 향상을 보여 주었다. 둘째, 실험집단은 비교집단에 비하여 협동학습 태도의 변화에 도움이 되었다. 셋째, 수준별 협동학습 학습지를 활용한 학급 내 수준별 협동학습으로 실험집단은 비교집단에 비하여 의미 있는 반응을 나타내었다.

• 한국학교수학회논문집
• /
• 제2권1호
• /
• pp.67-77
• /
• 1999

The purpose of this study was to design models of CAI programs for the graphing of quadratic functions. In order to achieve this aim, I researched the relationship between mathematics educations computer programing, and theoretical approaches of CAI. The CAI program, which was developed based on my research was then positively applied to the mathematics education class in a middle school. First of all, I selected two classes -An experimental class and a comparative class. The experimental class was taught using the CAI program and the comparative class was taught by conventional methods of instruction. The results of this study are as follows: 1. The class taught by using the CAI program scored higher academic achievement than the class taught by conventional methods of instruction. 2. The analysis of the two classes' academic scores shows that the instruction using CAI program is more effective than that by conventional methods in improving students' academic achievement. The followings are suggestion for developing CAI programs and students' understanding through this study. 1. Non computer specialists will require a few months to develope an effect CAI program. Thus, development of easier, more clearly defined and flexible models must be constructed. 2. Teachers should be eager to use pre-existing models to motivate their students irregardless of their own development of programs. 3. School should provide computer rooms with a perfect net work in proportion to class size. 4. CAI programs can make students understand faster and more directly than blackboard examples. However, inconsideration of mathematical characteristics, arithmetic by hand is more effective for the students' memory retention. Computers is an effective tool of instruction. But it is most effective when used in conjunction with other methods that complement its use.

• Korean Journal of Mathematics
• /
• 제23권4호
• /
• pp.643-654
• /
• 2015

This study analyses the cross-application system, one of the diversified college admission processes, based on the entrance examination system by the reorganization of the education curriculum. In addition, this study suggests an improvement direction of mathematics education for students who cross-apply by comparing and analysing academic results in Calculus for those students entering universities through the cross-application system.

• Kyungpook Mathematical Journal
• /
• 제57권2호
• /
• pp.193-198
• /
• 2017

In this paper we investigate 2-absorbing ${\delta}$-primary ideals which unify 2-absorbing ideals and 2-absorbing primary ideals. A number of results about 2-absorbing ideals and 2-absorbing primary ideals are extended into this general framework.

• Journal of applied mathematics & informatics
• /
• 제23권1_2호
• /
• pp.581-588
• /
• 2007

We reconsider the classical orthogonal polynomials which are solutions to a second order differential equation of the form $$l_2(x)y'(x)+l_1(x)y'(x)={\lambda}_ny(x)$$. We investigate two characterization theorems of F. Marcellan et all and K.H.Kwon et al. which gave necessary and sufficient conditions on $l_1(x)\;and\;l_2(x)$ for the above differential equation to have orthogonal polynomial solutions. The purpose of this paper is to give a proof that each result in their papers respectively is equivalent.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제39권2호
• /
• pp.127-144
• /
• 2000

School mathematics are composed of five major units of numbers& algebraic expressions, equations & inequalities, functions, figures, and statistics & probabilities. But if we look into the general activities of mathematics teachers in their class, they rather do not take into account students\` cognitive and affective traits or degree of difficulty which each of the unit has. For successful teaching of mathematics, teachers should take into consideration many affective items which influence the students\` scholastic achievement. Among them student\`s liking for the mathematics is commonly accepted as the most important factor for successful learning. In this study, with the five units of school mathematics, we investigated the students\` degree of likings for each unit. To fined out whether there are any differences in students\` likings for the mathematics, between regions and kind of schools, we classified the population according to the locations and kinds of schools. To do this, we divided the whole region into four parts such as Seoul, large city, medium city and town. Moreover, we partitioned the whole secondary school students into four groups of middle school students, vocational high school students, pro-science students of academic high schools, and pro-liberal arts students of academic high schools. From each partition, we sampled similar size of experimental groups which came up to total 1260 students. Analysing the answer sheets which the students responded about the questionnaire, we investigated the following questions using the ANOVA test. 1. Is there any differences in the trend of likings for each unit between the regional classifications? 2. Is there any differences in the trend of likings for each unit between the classifications of secondary schools? 3. What trends of changes are there in the degree of likings for each unit according to the rising of students\` grade?