• Title/Summary/Keyword: discipline of mathematics education

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An Analysis of the Discipline of Mathematics Education in Secondary School Mathematics Teacher Certificate Examination (중등교사 임용시험 수학교과교육학 기출 문항 분석)

  • Jeon, Young Ju
    • Journal for History of Mathematics
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    • v.27 no.5
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    • pp.347-364
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    • 2014
  • This study aims at what is required knowledge and ability to pre-service math teachers in teacher certificate examination. First, the items are analyzed and among questions of discipline of mathematics education in the last five years are analyzed and classified. Second, an analytical framework suitable for item analysis is examined and the items are analysed by the analytical framework. Finally, helpful implications for discipline of mathematics education assessment can be drawn from this study. It is found that the discipline of mathematics education assessment has the following characteristics: 1) It assesses specific content of the assessment component; 2) It assesses a teacher's theoretical knowledge, practical knowledge and creative knowledge in terms of teaching ability; 3) There are six cognitive assessments; 4) There is an item for difficulty adjustment.

The Keyword-based Learning Effect of the discipline of Mathematics Education for Pre-service Mathematics Teachers (예비 수학교사의 수학교육학 키워드 중심 학습 효과)

  • Kim, Changil;Jeon, Young Ju
    • Journal of the Korean School Mathematics Society
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    • v.17 no.4
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    • pp.493-506
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    • 2014
  • This study is to seek access to a way of learning of the discipline of mathematics education, one of several knowledge is required to pre-service mathematics teachers. First, by selecting the key topics and researchers in mathematics education learning materials were produced by the relevant classification information by keyword. This applies to pre-service teachers in the curriculum, and looked to clarify the theoretically connectivity among the researchers and concepts and principles of the discipline of mathematics education. And as a result, investigate whether there is any effect to the pre-service teacher education.

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Effects of Inquiry-oriented Differential Equations Instruction Based on the Realistic Mathematics Education (탐구 지향 미분방정식 교수-학습의 효과 분석)

  • Kwon, Oh-Nam;Ju, Mi-Kyung
    • The Mathematical Education
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    • v.44 no.3 s.110
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    • pp.375-396
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    • 2005
  • This paper reports on the main results of 3 study that compared students' beliefs, skills, and understandings in an innovative approach to differential equations to more conventional approaches. The innovative approach, referred to as the Realistic Mathematics Education Based Differential Equations (IODE) project, capitalizes on advances within the discipline of mathematics and on advances within the discipline of mathematics education, both at the K-12 and tertiary levels. Given the integrated leveraging of developments both within mathematics and mathematics education, the IODE project is paradigmatic of an approach to innovation in undergraduate mathematics, potentially sewing as a model for other undergraduate course reforms. The effect of the IODE projection maintaining desirable mathematical views and in developing students' skills and relational understandings as judged by the three assessment instruments was largely positive. These findings support our conjecture that, when coupled with careful attention to developments within mathematics itself, theoretical advances that initially grew out research in elementary school classrooms can be profitably leveraged and adapted to the university setting. As such, our work in differential equations may serve as a model for others interested in exploring the prospects and possibilities of improving undergraduate mathematics education in ways that connect with innovations at the K-12 level

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The Effect of Solid Geometry Activities of Pre-service Elementary School Mathematics Teachers on Concepts Understanding and Mastery of Geometric Thinking Levels

  • Patkin, Dorit;Sarfaty, Yael
    • Research in Mathematical Education
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    • v.16 no.1
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    • pp.31-50
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    • 2012
  • The present study explored whether the implementation of focused activities (intervention programme) can enhance 22 pre-service mathematics teachers' proficiency in solid geometry thinking level as well as change for the better their feelings in this discipline. Over a period of 6 weeks the pre-service teachers participated in activities and diversified experiences with 3D shapes, using illustration aids and actual experience of building 3D shapes in relation to the various spatial thinking levels. The research objectives were to investigate whether the intervention programme, comprising task-oriented activities of solid geometry, enhance mathematics pre-service teachers' mastery of their geometric thinking levels as well as examine their feelings towards this discipline before and after the intervention programme. The findings illustrate that learners' levels of geometric thinking can be promoted, entailing control on higher thinking levels as well as a more positive attitude towards this field.

The Rhythm of Education in Mathematics Education (수학교육에서 살리는 '교육의 리듬')

  • Cha Joo-Yeon
    • School Mathematics
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    • v.7 no.4
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    • pp.375-389
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    • 2005
  • Whitehead proposed that the education proceed through the rhythmic cycle on the basis of his metaphysical philosophy and educational philosophy. 'The Rhythm of Education' means that the intellectual levels of learners are elevated through the rhythmic cycles of stages of romance, precision, and generalization over and over again. As a result of these cyclic repetitions, the learners become truly free of inner prejudice. This study is to seek a method to apply Whitehead's proposition to mathematics education. I devise the curriculum constructing methods to experience Whitehead's three stages meaningfully, the teaching methods interplaying freedom and discipline rhythmically, and the teaching examples which adopt all these.

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초등수학과 교육과정 변천의 교육학적 배경

  • 박성택
    • Journal for History of Mathematics
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    • v.11 no.1
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    • pp.10-18
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    • 1998
  • Mathematics Education have been developed through experience-centered curriculum, discipline-centered curriculum into humanistic curriculum, and it's pedagogical background is based on the theory of J. Dewey, J. Bruner and J. Piaget respectively.

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일본 산수과 학습지도 요령의 변천 과정

  • 박성택
    • Journal for History of Mathematics
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    • v.13 no.1
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    • pp.77-84
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    • 2000
  • In this paper we study the process of changes on the arithmetic education curriculum of elementary school in Japan. The arithmetic education curriculum have been developed through experience-centered curriculum, discipline-centered curriculum into humanistic curriculum, and its pedagogical background is based on the theory of J. Dewey, J. Bruner and J. Piaget, respectively.

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On the Mathematical Metaphors in the Mathematics Classroom (초등 4학년 도형 영역의 수학 수업에 나타난 은유 사례 연구)

  • Kim, Sang-Mee;Shin, In-Sun
    • Education of Primary School Mathematics
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    • v.10 no.1 s.19
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    • pp.29-39
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    • 2007
  • This paper is to give a brief introduction to a new discipline called 'conceptual metaphor' and 'mathematical metaphor(Lakoff & Nunez, 2000) from the viewpoint of mathematics education and to analyze the metaphors at 4th graders' mathematics classroom as a case of conceptual metaphors. First, contemporary conception on metaphors is reviewed. Second, it is discussed on the effects and defaults of metaphors in teaching and learning mathematics. Finally, as a case study of mathematical metaphors, conceptual metaphors on the concepts of triangles at 4th graders' mathematics classrooms are analyzed. Students may reason metaphorically to understand mathematical concepts. Conceptual metaphor makes mathematics enormously rich, but it also brings confusion and paradox. Digging out the metaphors may lighten both our spontaneous everyday conceptions and scientific theorizing(Sfard, 1998). Studies of metaphors give us the power of understanding the culture of mathematics classroom and also generate it.

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The Value of Mathmatics Education in Froebel's Educational Thoughts (프뢰벨의 인간교육 사상에 나타난 수학교육의 의미)

  • 한대희
    • Journal of Educational Research in Mathematics
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    • v.10 no.1
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    • pp.57-72
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    • 2000
  • In this paper, in order to explicate how mathematics education can contribute to humanity education, I enquired in which position mathematics occupy in Froebel's For this, I examined Froebel's theory of humanity education, his theory of mathematics education, and the applicational problem of his thoughts to nowaday education. Froebel's educational theory is based on the concept of the Divine Unity which is relevant to the notion of 'The Absolute' of Fichte, Schelling, Hegel. He claims that from inanimate objects to human being, all is subject to the eternal law, which is presided by God. So the world itself is the representation of this law of the Divine Unity and education consists in leading man to conscious and free representation of it. The revealing process of the inner law of the Divine Unity can be attained through the awareness of the divinity which resides in the self. And this process of self-consciousness is dialectical movement of the two opposites, i.e. 'inner' and 'outer' Froebel suggests that mathematics is the mediator between the inner and outer world, i.e. he suggests that since both human being and nature are the representations of the Divine Unity, mathematics is both the pure human spirits and the law of nature. Having such a role, mathematics becomes the main discipline in education. Though there are some criticism on Froebel's educational thoughts on mathematics discussed in this paper, it can provide a typical answer to the question about how mathematics education contributes to humanity education.

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A Meta Review of the Researches on PCK in Mathematics (수학의 교수학적 내용 지식(PCK)에 대한 연구의 메타적 검토)

  • Park, Kyung-Mee
    • The Mathematical Education
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    • v.48 no.1
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    • pp.93-105
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    • 2009
  • Considering the fact that PCK(pedogogical content knowledge) tends to guarantee the identity of mathematics education as a discipline and the teacher professionalism, PCK is one of the core concepts in the research on subject matter education. The purpose of this study is to review domestic and international researches on the definition and the components of PCK in mathematics. Based on the review, this study identified 3 knowledges which consist PCK; knowedge of mathematic content, knowledge of learner's understanding, and knowledge of teaching. Then this study provided some examples of PKC in the topic, the limit of sequences, and introduced the LMT and TEDS-M items, which were designed to measure the teacher's PCK. Lastly, this study attempted to evaluate the items on mathematics education included in the Teacher Employment Test administered for pre-service/. teachers in Korea based on PCK.

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