• Communications of Mathematical Education
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• v.37 no.3
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• pp.517-544
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• 2023

This study presents the process and outcomes of developing mathematical-informatics linkage·convergence class materials, based on previous research findings that indicate a lack of such materials in high schools despite the increasing need for development of interdisciplinary linkage·convergence class materials In particular, this research provides insights into the discussions of six teachers who participated in the same professional learning community program, aiming to create materials that are suitable for linkage·convergence class materials and highly practical for classroom implementation. Following the material development process, a theme-based design model was applied to create the materials. In alignment with prior research and consensus among teacher learning community members, mathematics and informatics teachers developed instructional materials that can be utilized together during a 100-minute block lesson. The developed materials utilize societal issue contexts to establish links between the two subjects, enabling students to engage in problem-solving through mathematical modeling and coding. To increase the validity and practicality of the developed resources during their field application, CVR verification was conducted involving field teachers. Incorporating the results of the CVR verification, the finalized instructional materials were presented in the form of a teaching guide. Furthermore, we aimed to provide insights into the trial-and-error experiences and deliberations of the developers throughout the material development process, with the intention of offering valuable information that can serve as a foundation for conducting related research by field researchers. These research findings hold value as empirical evidence that can explore the applicability of teaching material development models in fields. The accumulation of such materials is expected to facilitate a cyclical relationship between theoretical teaching models and practical classroom applications.

• Communications of Mathematical Education
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• v.36 no.2
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• pp.253-286
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• 2022

This study is a study in which four teachers from the same school who participated in a teacher learning community program at the school field developed interdisciplinary linkage and convergence data using Plato as a collaborative circle in ethics and mathematics subjects. In particular, this study aimed to develop practical and shareable lesson materials. The data development procedure was developed according to the following four procedures. 'Development of data development plan, data development, verification of development data, and development of final data that reflects the verification opinions' At this time, in the data development stage, a theme-based design model was applied and developed. In addition, the development data were verified by conducting CVR verification for field teachers to focus on the validity and class applicability, and the final data were presented after the development data being revised to reflect the verification results. This study not only introduced the developed data, but also described the procedure of the data development process and the trial and error and concerns of the developers in the process to provide information on the nature of basic research to other field researchers who attempt data development.