• Journal of Gifted/Talented Education
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• v.17 no.1
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• pp.77-98
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• 2007

It has been said that the level of teacher professionalism determines the quality of education. The same notion allies for gifted education. Therefore, exploration of teacher professionalism in gifted education may provide fundamental bases for raising the quality of gifted education. In this study, first, literature review was conducted to extract elements of teacher professionalism in gifted education and a survey instrument was developed to find out categories of those elements and differences of teacher perception to professionalism at school levels and subject areas of gifted education. Research subjects included 212 teachers who participated in 2005 KEDI teacher training program of gifted education, 60 hour-clock introductory program and 232 teachers who participated in 2005 KEDI teacher training program of gifted education, 120 hour-clock enrichment program. It was found that elements of teacher professionalism in gifted education were categorized into knowledge-based, abilitybased and context-based. It was also found that secondary school teachers' perception to knowledge-based professionalism was significantly higher than those at elementary and science teachers' perception to ability-based and context-based professionalism was significantly higher than mathematics teachers. The research findings may provide insights for better teacher training program in gifted education as well as gifted education policies.

• Journal of The Korean Association of Information Education
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• v.16 no.4
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• pp.483-488
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• 2012

As propagation of mobile smart devices is widespread, it is an observable trend that the cases of utilizing them are increasing in the school programs, and it is also anticipated that they will be very important part of the educational equipment in near future. For this reason the department of education and science technology has announced a medium and long term project on the education with smart device, which is undergoing the preparation stage, and the various academic and industrial institutes have actively produced the related research results and the application prototypes. In this paper we propose a framework on design and implementation of a visual context recognition system for educational purpose usable in the school program by utilizing a module for recognition of the texts embedded in the image captured by video camera from mobile smart device. The system proposed in this paper is consisted of the four modules, such as, image acquisition, image processing, information extraction, and knowledge representation, which are explained in details with the practical examples.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.119-132
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• 2014

In recent years, Korea encourages teachers to do STEAM education(Science, Technology, Engineering, Arts & Mathematics), which includes Arts to STEM education to train creative science technology talent. Related to this, we developed a subject substitute STEAM program for the 6th grade students in elementary school and applied it in a field. The STEAM program which substitutes contents in curriculum related to Energy unit was developed and it was taught to twenty four sixth grade students during regular classes. During the classes, all activities of students were observed and they were written in recording notes during the observation. After all STEAM program ended, how students recognize the subject substitute STEAM program compared to general class, understand learning contents and think about the program before and after the STEAM classes were analyzed through questionnaire and interviews. The results were as follows. First, some students had difficulty in reconciling different ideas in group, creative thinking and crafts but most students liked the STEAM classes because many activities are fun and it is easy to understand. Second, learners regarded practical use of knowledge, learning different subjects together and interests as the reasons they can understand learning contents easily during STEAM program. Third, learners recognized STEAM classes are good to understand knowledge, think creative ideas and improve social skills after the STEAM classes while they showed anticipation, worry and fear before taking the classes. It is found that a subjective substitute STEAM program is helpful to increase learners' interests in learning, understand learning contents, increase creativity and have a good personality through a qualitative research.

• Journal of the Korean School Mathematics Society
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• v.25 no.1
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• pp.1-17
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• 2022

The goal of this study was to analyze students' views about statistical themes in Mongolian secondary schools in Ulaanbaatar. To this end, 129 9th grade students were stratified random sampling at two secondary schools in Ulaanbaatar, Mongolia, and a survey was conducted on them. The attitude survey focused on six factors contributing to the attitude: affective, cognitive competency, value, difficulty, interest, and student effort. The results show that students believed their statistical knowledge and skills have increased compared to the beginning of the courses. Furthermore, the survey revealed that they perceived statistics as neither an easy nor a difficult subject. Students' interest in statistics was neutral in general. These results suggest a need to develop effective and innovative statistical teaching and learning methods that can attract attention to statistical topics.

• The Mathematical Education
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• v.63 no.2
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• pp.123-138
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• 2024

This study described the utilization of ChatGPT in teaching and students' learning processes for the course "Introductory Mathematics for Artificial Intelligence (Math4AI)" at 'S' University. We developed a customized ChatGPT and presented a learning model in which students supplement their knowledge of the topic at hand by utilizing this model. More specifically, first, students learn the concepts and questions of the course textbook by themselves. Then, for any question they are unsure of, students may submit any questions (keywords or open problem numbers from the textbook) to our own ChatGPT at https://math4ai.solgitmath.com/ to get help. Notably, we optimized ChatGPT and minimized inaccurate information by fully utilizing various types of data related to the subject, such as textbooks, labs, discussion records, and codes at http://matrix.skku.ac.kr/Math4AI-ChatGPT/. In this model, when students have questions while studying the textbook by themselves, they can ask mathematical concepts, keywords, theorems, examples, and problems in natural language through the ChatGPT interface. Our customized ChatGPT then provides the relevant terms, concepts, and sample answers based on previous students' discussions and/or samples of Python or R code that have been used in the discussion. Furthermore, by providing students with real-time, optimized advice based on their level, we can provide personalized education not only for the Math4AI course, but also for any other courses in college math education. The present study, which incorporates our ChatGPT model into the teaching and learning process in the course, shows promising applicability of AI technology to other college math courses (for instance, calculus, linear algebra, discrete mathematics, engineering mathematics, and basic statistics) and in K-12 math education as well as the Lifespan Learning and Continuing Education.

• School Mathematics
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• v.5 no.4
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• pp.421-440
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• 2003

It is difficult for the learner to understand completely the ratio concept which forms a basis of proportional reasoning. And proportional reasoning is, on the one hand, the capstone of children's elementary school arithmetic and, the other hand, it is the cornerstone of all that is to follow. But school mathematics has centered on the teachings of algorithm without dealing with its essence and meaning. The purpose of this study is to analyze the essence of ratio concept from multidimensional viewpoint. In addition, this study will show the direction for improvement of ratio concept. For this purpose, I tried to analyze the historical development of ratio concept. Most mathematicians today consider ratio as fraction and, in effect, identify ratios with what mathematicians called the denominations of ratios. But Euclid did not. In line with Euclid's theory, ratio should not have been represented in the same way as fraction, and proportion should not have been represented as equation, but in line with the other's theory they might be. The two theories of ratios were running alongside each other, but the differences between them were not always clearly stated. Ratio can be interpreted as a function of an ordered pair of numbers or magnitude values. A ratio is a numerical expression of how much there is of one quantity in relation to another quantity. So ratio can be interpreted as a binary vector which differentiates between the absolute aspect of a vector -its size- and the comparative aspect-its slope. Analysis on ratio concept shows that its basic structure implies 'proportionality' and it is formalized through transmission from the understanding of the invariance of internal ratio to the understanding of constancy of external ratio. In the study, a fittingness(or comparison) and a covariation were examined as the intuitive origins of proportion and proportional reasoning. These form the basis of the protoquantitative knowledge. The development of sequences of proportional reasoning was examined. The first attempts at quantifying the relationships are usually additive reasoning. Additive reasoning appears as a precursor to proportional reasoning. Preproportions are followed by logical proportions which refer to the understanding of the logical relationships between the four terms of a proportion. Even though developmental psychologists often speak of proportional reasoning as though it were a global ability, other psychologists insist that the evolution of proportional reasoning is characterized by a gradual increase in local competence.

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.445-464
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• 2017

This study targeting 10 high school 3rd grade students who have studied space figures in natural sciences track analyzes the process of analogical discovery from the construction of inscribed and circumscribed circles of a triangle to that of inscribed and circumscribed spheres of a tetrahedron through the analytical method using Geogebra. The subjects are divided into two groups of five, the experimental group consisting of those who have experienced analytical method and the comparative group consisting of those who haven't. This research analyzing the process of constructing inscribed and circumscribed spheres of a tetrahedron. Although students of both groups all have an accurate preliminary knowledge of inscribed and circumscribed circles of a triangle, they have difficulty in constructing inscribed and circumscribed spheres of a tetrahedron. However, the students of experimental group who have studied the constructing process of inscribed and circumscribed circles of a triangle in reverse using analytical method and Geogebra can perform analogical discovery finding out the way to construct inscribed and circumscribed spheres of a tetrahedron using analogy by themselves. They can control and explore space figures by visualization. Also, they can immediately examine and provide feedback on the analogizing process of their own. In addition, the process affects the attitude of students toward mathematics positively as well as gives validity to the result of analogy.

• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.467-490
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• 2013

Correlation is a basic statistical concept which is necessary for understanding the relationship between two variables when they change values. In the middle school curriculum of Korea, only informal definition of correlation is taught with two-way data representations such as scatter plots and contingency tables. In this study, we investigated Korean high school students' understanding of correlation using a test consisting of 35 items about interpretation of scatter plot, contingency table, and text in realistic situation. 216 students from a high school in Seoul took the test for 20 minutes. From the results, we could observe the following: First, students did not have right criteria for determining the strength of correlation presented in scatter plots. Most of students could determine if there is correlation/no correlation and if the correlation is positive/negative by seeing the data presented in scatter plots. However, they did not judge by the closeness to the regression line but rather judged by the closeness between data points. Second, when statements about comparing the strength of correlation in the context of real life situation were given in text, the students had difficulty in understanding the distribution-related characteristic of the bi-variate data. Students had difficulty in figuring out the local distribution characteristic of data, which cannot be guessed merely based on the expression 'The correlation is strong' without statistical knowledge of correlation. Third, a large number of students could not judge the association between two variabels using conditional proportions when qualitative data are given in 2-by-2 tables. They made judgement by the absolute cell count and when the marginal sum of two categories are different for explanatory variable they thought the association could not be determined. From these results, we concluded that educational measures are required in order to remove such misconceptions and to improve understanding of correlation. Considering that the current mathematics curriculum does not cover the concept of correlation, we need to improve the curriculum as well.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.441-463
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• 2015

The big issue of mathematics education in 2009 revised curriculum is to introduce story-telling in math textbook and to aim toward the math that students can learn easily and interestingly. Therefore, this study examine the perception of middle school teachers in working with story-telling, analyze actual utilization of story-telling in class and provide the basic materials for effective practical application. After making questionnaires to check the real conditions of the story-telling and asking math teachers in charge of the first and second graders, this research came to the conclusion as follows. First, the teachers who took part in this research showed positive perception in story-telling textbook the practical use of a variety of materials and the improvement of thinking faculty and creativity. Second, math teachers made use of a variety of storytelling data and especially reflection media in class, but this was limited in introductory part. Mathematic concept was delivered mainly through the activities of exchanging questions and answers between the teachers and students. Third, students showed positive reaction about story-telling class on the whole. For example, they understood the concept easily and they could apply it in real life. However, story-telling failed to bring the attention and interest of math itself. Therefore, teachers' ability is needed in the way that math knowledge and concept should be formed and expressed interestingly.

• Journal of Educational Research in Mathematics
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• v.15 no.3
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• pp.251-272
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• 2005

Given that cognitive demands of mathematical tasks can be changed during instruction, this study attempts to provide a detailed description to explore how tasks are set up and implemented in the classroom and what are the classroom-based factors. As an exploratory and qualitative case study, 4 of six-grade classrooms where high-level tasks on ratio and proportion were used were videotaped and analyzed with regard to the patterns emerged during the task setup and implementation. With regard to 16 tasks, four kinds of Patterns emerged: (a) maintenance of high-level cognitive demands (7 tasks), (b) decline into the procedure without connection to the meaning (1 task), (c) decline into unsystematic exploration (2 tasks), and (d) decline into not-sufficient exploration (6 tasks), which means that the only partial meaning of a given task is addressed. The 4th pattern is particularly significant, mainly because previous studies have not identified. Contributing factors to this pattern include private-learning without reasonable explanation, well-performed model presented at the beginning of a lesson, and mathematical concepts which are not clear in the textbook. On the one hand, factors associated with the maintenance of high-level cognitive demands include Improvising a task based on students' for knowledge, scaffolding of students' thinking, encouraging students to justify and explain their reasoning, using group-activity appropriately, and rethinking the solution processes. On the other hand, factors associated with the decline of high-level cognitive demands include too much or too little time, inappropriateness of a task for given students, little interest in high-level thinking process, and emphasis on the correct answer in place of its meaning. These factors may urge teachers to be sensitive of what should be focused during their teaching practices to keep the high-level cognitive demands. To emphasize, cognitive demands are fixed neither by the task nor by the teacher. So, we need to study them in the process of teaching and learning.