• Communications of Mathematical Education
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• v.27 no.4
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• pp.381-389
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• 2013

In the natural science or engineering science, a calculus is an obligatory subject. So there are many classes in the university every year. Commonly professors manage the course individually. Many classes in a row individually got into trouble about lecture, test and assessment and so on. To solve the above problems, alternatively we introduced the concept of joint control. We used the joint syllabus, test and assessment. In this paper, we found the necessities and effects of joint control in a calculus.

• Communications of Mathematical Education
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• v.22 no.3
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• pp.369-382
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• 2008

We discuss the effect of ability grouping calculus courses based upon student's proficiency of the subject and their collective examination of midterms and finals among mid-level and low-level classes. We assess incoming freshmen at Seoul National University of Technology(SNUT) of their proficiency in calculus and assign them to the appropriate levels within the course(i.e., high-level, mid-level, low-level). We found that this was beneficial to both students and instructors. Instructors can easily determine the pace in which each class should be kept, and students can quickly adapt to the learning environment.

• Communications of Mathematical Education
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• v.22 no.2
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• pp.165-185
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• 2008

In this paper we analyze various programs of our and other countries related with university-level program in mathematics. We develop two university-level programs 'Calculus I 'and 'Calculus II'. In detail we describe course of study, educational objectives of these programs.

• The Korean Journal of Applied Statistics
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• v.32 no.4
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• pp.485-502
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• 2019

Theoretical statistics is a calculus based course. However, there are limitations to learn theoretical statistics when students do not know enough calculus techniques. Mathematical softwares (computer algebra systems) that enable calculus manipulations help students understand statistical concepts, by avoiding the difficulties of calculus. In this paper, we introduce mathematical software such as Maxima and Wolfram Alpha. To foster statistical concepts in theoretical statistics education, we present three examples that consist of mathematical derivations using wxMaxima and statistical simulations using R.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.611-626
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• 2022

In this study, we introduced the case of college calculus course for vocational high school graduates with coding. We suggest this case as an alternative to overcome mathematics anxiety. Contents, python/SageMath codes, and textbook for this course, which help students to easily and quickly review middle and high school mathematics, were newly developed by authors. Due to the use of codes and chat with classmates in learning management system, most of the students who took this course reported that they no longer felt anxious in complex mathematics problems, had a full understanding of calculus concepts, could solve almost problems in any calculus textbooks with or without codes, and could explain calculus concepts to other students in their own words. In this way if mathematics and coding is properly used in mathematics education, it helps students with weak mathematical backgrounds or mathematics anxiety to restore confidence in mathematics in college. This could be applicable in secondary mathematics education.

• Communications of Mathematical Education
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• v.22 no.4
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• pp.417-444
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• 2008

Many research papers on the college students' functional concept show they have poor understanding on this topic. To compare the results with that of Korean students, four interrelated topics are chosen: How do they understand the concept of function?; what are their misconceptions including epistemological obstacles?; How do the function concepts develop and are acquired? For this a survey has been conducted to 95 engineering students just before they start Calculus course. We have done research on other major areas including psychology, economics and statistics to see how function is defined in these areas. Function definitions from US math text books are also introduced. Based on the these and the survey, some suggestions are made on the new curriculum which treat function as a correspondence relation. Vertical line test should be added to the Algebra II/Pre calculus course to check the univalent property.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.753-762
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• 1998

This Paper reports results of investigating the relationship between students' perfoonance and mathematics imtructiooal system in understanding of the function concept. A written examination measuring calcullli students' understanding of the fimction concept was administered to two groups of students whose educatiooal oockground were different. One group consists of students who completed a pre-calculus course in Korea and the other group completed the same course in the United States. This study investigates how students in two groups acquire an understanding of major aspects of the function concept and provided interesting insights regarding the different background and belief related to their performance. Follow-up interviews were conducted to identify possible explanations for the different performance of the two groups in understanding the function concepts. Results indicate that the differences came from the educational environment and individual belief.

• East Asian mathematical journal
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• v.25 no.3
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• pp.263-277
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• 2009

In this paper, we conduct a questionnaire survey on the actual conditions and the test on the basic scholastic ability of the students who register for the course, Introduction of Business Mathematics. We want to find the ways to improve the teaching-learning methods for this course. Especially, the registered students have difficulties in the following the course because they have not studied Calculus in their high school. So we give them several assignments on the Webwork system, an internet based homework management system, and analyze its effect on the students' scholastic achievement. And we propose a teaching-learning method suitable for the course.

• Research in Mathematical Education
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• v.16 no.3
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• pp.195-206
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• 2012

We adopt a spirit of Problem based learning to the class of Multivariable Calculus in a school of scientifically talented students and observed effects of our teaching-learning method in the Spring Semester of 2010. Twelve students who enrolled in this class participated in this research. We have proceeded with classroom experiment for the half of semester after midterm exam so that the students could compare our teaching-learning method with usual traditional one in the subject of multivariable calculus. Especially, we investigated changes in the learning attitude and cognitive development of the students toward definition and theorem of mathematics. Each group of 4 students worked on a sheet of our well-designed structured problems of several steps in each class and presented how they understood the way of constructing new definition and related theorems. Instructor's role in this research was to guide students' activities as questioner so that students could attain the clear meanings of definitions and theorems by themselves. We firstly analyzed students' process of mathematization of definition through observing their discussions and presentations as well as their achievements in the quizzes and final exams. Secondly, we analyzed students' class-diaries collected at the end of each class in addition to pre/post surveys.

• Educational Technology International
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• v.25 no.1
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• pp.67-92
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• 2024

This study aims to verify the practical effectiveness of learning management system (LMS) by introducing a LMS enhancing digital assessment utilizing automatic item generation in order to strengthen college student's mathematics performance. Teaching assisted with digital assessment in the LMS was applied to college mathematics classes, and the research question is whether or not students in the classes utilizing the LMS perform better than the regular classes. In particular, a calculus course, which is the foundation of important artificial intelligence technology in the future, was utilized in this study. The participants of this study were 248 freshmen in science and engineering who were taking calculus courses at a small to mid-size university. A total of 156 freshmen were selected after applying a propensity score matching method (PSMM), 78 from classes utilizing the LMS and 78 from regular classes without the LMS assisted with the digital assessment. As a result, it was found that there was a statistically significant difference in the math academic growth of students who used the LMS and those who did not. In other words, when LMS was used in calculus, students' academic growth was greater. The results of this study are meaningful in that they observed students' academic growth and confirmed that LMS enables a positive role in students' academic growth. In addition, if digital assessment is strengthened and LMS that enables individualized learning analysis is introduced and implemented in educational institutions, it is expected to play a major role in strengthening students' academic performance.