• 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
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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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