• World Technopolis Review
• /
• v.6 no.1
• /
• pp.2.1-2.9
• /
• 2017

Humanity is experiencing a very fast-paced technological evolution. As technological systems evolve exponentially, societies are becoming more global and are starting to have impacts beyond their geographic demarcations. This implies that, the actions of a person who is across the ocean from where we live could have significant impacts on our everyday lives. This article explores the complexity of globalization, identifies a number of global issues, and looks at the University and the Science and Technology Parks as potential sources of human capital to tackle current and forthcoming global challenges, ranging from new energy sources to potable water distributions. The article focuses on current efforts that are taking place across universities and science and technology parks around the world. We propose a new methodology whereby interdisciplinary work can inform the development of multidisciplinary approaches to solve some of the most complex global issues such as cyber security and educating the next generations of global leaders, providing them them with the necessary skills to be successful in a globally distributed workforce.

• Educational Technology International
• /
• v.17 no.1
• /
• pp.87-116
• /
• 2016

In this research, we designed a teacher professional development (PD) program where a small group of mathematics teachers could share, reflect on, and discuss their pedagogical knowledge and practices of ICT-integrated lessons, using a video annotation tool called DIVER. The main purposes of this paper are both micro and macro: to examine how the teachers were engaged in the meaning-making process in a video-based PD (micro); and to derive implications about how to design effective video-based teacher PD programs toward a teacher community of practices (macro). To examine teachers' meaning-making in the PD sessions, discourse data from a series of 10 meetings was segmented into idea units and coded to identify discourse patterns, focusing on (a) participation levels, (b) conversation topics, and (c) conversation depth. Regarding the affordance of DIVER, discourse patterns of two meetings, before and after individual annotation with DIVER were compared through qualitative vignette analysis. Overall, we found that the teacher discourse shifted the focus from surface features to deeper pedagogical issues as the PD sessions progressed. In particular, the annotation function in DIVER afforded the teachers to exercise descriptive analyses of video clips in a flexible manner, thereby helping them cognitively prepared to take interpretative and evaluative stances in face-to-face discussions with colleagues. In conclusion, deriving from our research experiences, we discuss the possibilities and challenges of designing video-based teacher PD in a school context.

• The Journal of Korean Association of Computer Education
• /
• v.9 no.5
• /
• pp.41-51
• /
• 2006

The purpose of this study is to verify learning components to be taught in each grade of middle schools, to propose hierarchical structures on algorithm content, and to resolve overlapping across related subjects. In order to verify learning components, four criteria were proposed. To evaluate practical application, they were implemented into The Proposal of Curriculum Revision on Computer Education in Middle School on MPE website. It was found that there was content overlapping between 'problem solving methods and procedures' in the middle school Informatics Curriculum and 'regulation and problem solving' in the Elementary Mathematics Curriculum. So it is needed to find a way to differentiate the contents of 'problem solving methods and procedures' from the other related subjects.

• The Mathematical Education
• /
• v.51 no.3
• /
• pp.301-321
• /
• 2012

Since research has barely been done on the minority with low-achievement & low-SES in probability, this research attempted to search the change of their thinking level in the classes of probability and motivate them on the mathematical learning to feel confident in mathematics. We can say that the problems of the educational discriminations are due to the overlook on the individual conditions, situations, and environments. Therefore, in order to resolve some discrimination, 4 students who belonged to the minority group, engaged in the research, based on 10 units of the instructional materials designed for the research. As a result, for the student's thinking level, it was observed that they were improved from the 1st to the 3rd level in probability. Also, the researcher found that the adequate use of the encouragement, the praise, the direct explanation, and the scaffolding enabled them to prompt their learning motives and the increased responsibility on the learning. As time passed, the participants could share their mathematical knowledge and its concept with others, in the increased confidence.

• Journal of Gifted/Talented Education
• /
• v.13 no.1
• /
• pp.21-42
• /
• 2003

The Interdisciplinary-Multistrategic Science Education Program(IMSEP) is designed as an efficient program for the education of the gifted in science. An example of the contents is developed, which encompasses mathematics, physics, chemistry, astronomy, and biology. In the program, the complexity(interdisicplinarity) of scientific contents and instructional strategies used to deliver the scientific contents are designed to be correlated to each other in such a way that as the scientific contents gets more complex, the scientific skill to be taught by the instructional strategy becomes deeper. Through the careful balance between the scientific contents and the instructional strategies student's scientific knowledge and scientific skill will develop balanced and the effectiveness of science education will be maximized.

• Education of Primary School Mathematics
• /
• v.16 no.3
• /
• pp.193-209
• /
• 2013

This study was designed to identify how teachers and students solve problems and communicate with each other during the course of study through application of PBL questions that can be utilized in math ratio and graph sections of the 6th-grade elementary school curriculum in class. Therefore we haved figure it out that through pbl class student acquired a propound knowledge in math and showed self-directed learning through various communication activities, and that they finally showed positive attitude and confidence in this subject.

• East Asian mathematical journal
• /
• v.34 no.4
• /
• pp.511-536
• /
• 2018

There is currently a growing need to nurture creative and convergent talent in the face of the fourth Industrial Revolution. Developing such talent requires interdisciplinary convergent education across the science, engineering, humanities, social studies, and arts disciplines. Such interdisciplinary convergence could cultivate humanities and social knowledge and qualities along with scientific expertise. In Korea, there are currently six science schools for the gifted that aim to discover and nurture science, technology, engineering, and mathematics (STEM) researchers from an early stage, and two science and art schools for the gifted that aim to cultivate new talent combining students' scientific and artistic qualities. These schools establish and follow curriculums that are suited to achieving the education objectives guaranteed by the Gifted Education Promotion Act and its Enforcement Decrees. This study compares the curriculums and curriculum tables of the science schools for the gifted to those of the science and art schools for the gifted to evaluate their methods of operation and performance. Additionally, it determines which curriculums provide an opportunity for students to nurture convergent thinking, and discusses how suitable curriculums could be implemented to develop convergent thinking.

• Education of Primary School Mathematics
• /
• v.15 no.2
• /
• pp.107-134
• /
• 2012

The purpose of this study is to investigate the effectiveness of two teaching methods of word problems, one based on mathematical modeling learning(ML) and the other on traditional learning(TL). Additionally, the influence of mathematical modeling learning in word problem solving behavior, application ability of real world experiences in word problem solving and the beliefs of word problem solving will be examined. The results of this study were as follows: First, as to word problem solving behavior, there was a significant difference between the two groups. This mean that the ML was effective for word problem solving behavior. Second, all of the students in the ML group and the TL group had a strong tendency to exclude real world knowledge and sense-making when solving word problems during the pre-test. but A significant difference appeared between the two groups during post-test. classroom culture improvement efforts. Third, mathematical modeling learning(ML) was effective for improvement of traditional beliefs about word problems. Fourth, mathematical modeling learning(ML) exerted more influence on mathematically strong and average students and a positive effect to mathematically weak students. High and average-level students tended to benefit from mathematical modeling learning(ML) more than their low-level peers. This difference was caused by less involvement from low-level students in group assignments and whole-class discussions. While using the mathematical modeling learning method, elementary students were able to build various models about problem situations, justify, and elaborate models by discussions and comparisons from each other. This proves that elementary students could participate in mathematical modeling activities via word problems, it results form the use of more authentic tasks, small group activities and whole-class discussions, exclusion of teacher's direct intervention, and classroom culture improvement efforts. The conclusions drawn from the results obtained in this study are as follows: First, mathematical modeling learning(ML) can become an effective method, guiding word problem solving behavior from the direct translation approach(DTA) based on numbers and key words without understanding about problem situations to the meaningful based approach(MBA) building rich models for problem situations. Second, mathematical modeling learning(ML) will contribute attitudes considering real world situations in solving word problems. Mathematical modeling activities for word problems can help elementary students to understand relations between word problems and the real world. It will be also help them to develop the ability to look at the real world mathematically. Third, mathematical modeling learning(ML) will contribute to the development of positive beliefs for mathematics and word problem solving. Word problem teaching focused on just mathematical operations can't develop proper beliefs for mathematics and word problem solving. Mathematical modeling learning(ML) for word problems provide elementary students the opportunity to understand the real world mathematically, and it increases students' modeling abilities. Futhermore, it is a very useful method of reforming the current problems of word problem teaching and learning. Therefore, word problems in school mathematics should be replaced by more authentic ones and modeling activities should be introduced early in elementary school eduction, which would help change the perceptions about word problem teaching.

• Communications of Mathematical Education
• /
• v.24 no.1
• /
• pp.235-257
• /
• 2010

Contemporary belief is that the creative talented can create new knowledge and lead national development, so lots of countries in the world have interest in Gifted Education. As we well know, U.S.A., England, Russia, Germany, Australia, Israel, and Singapore enforce related laws in Gifted Education to offer Gifted Classes, and our government has also created an Improvement Act in January, 2000 and Enforcement Ordinance for Gifted Improvement Act was also announced in April, 2002. Through this initiation Gifted Education can be possible. Enforcement Ordinance was revised in October, 2008. The main purpose of this revision was to expand the opportunity of Gifted Education to students with special education needs. One of these programs is, the opportunity of Gifted Education to be offered to lots of the Gifted by establishing Special Classes at each school. Also, it is important that the quality of Gifted Education should be combined with the expansion of opportunity for the Gifted. Social opinion is that it will be reckless only to expand the opportunity for the Gifted Education, therefore, assessment on the Teaching and Learning Program for the Gifted is indispensible. In this study, 3 middle schools were selected for the Teaching and Learning Programs in mathematics. Each 1st Grade was reviewed and analyzed through comparative tables between Regular and Gifted Education Programs. Also reviewed was the content of what should be taught, and programs were evaluated on assessment standards which were revised and modified from the present teaching and learning programs in mathematics. Below, research issues were set up to assess the formation of content areas and appropriateness for Teaching and Learning Programs for the Gifted in mathematics. A. Is the formation of special class content areas complying with the 7th national curriculum? 1. Which content areas of regular curriculum is applied in this program? 2. Among Enrichment and Selection in Curriculum for the Gifted, which one is applied in this programs? 3. Are the content areas organized and performed properly? B. Are the Programs for the Gifted appropriate? 1. Are the Educational goals of the Programs aligned with that of Gifted Education in mathematics? 2. Does the content of each program reflect characteristics of mathematical Gifted students and express their mathematical talents? 3. Are Teaching and Learning models and methods diverse enough to express their talents? 4. Can the assessment on each program reflect the Learning goals and content, and enhance Gifted students' thinking ability? The conclusions are as follows: First, the best contents to be taught to the mathematical Gifted were found to be the Numeration, Arithmetic, Geometry, Measurement, Probability, Statistics, Letter and Expression. Also, Enrichment area and Selection area within the curriculum for the Gifted were offered in many ways so that their Giftedness could be fully enhanced. Second, the educational goals of Teaching and Learning Programs for the mathematical Gifted students were in accordance with the directions of mathematical education and philosophy. Also, it reflected that their research ability was successful in reaching the educational goals of improving creativity, thinking ability, problem-solving ability, all of which are required in the set curriculum. In order to accomplish the goals, visualization, symbolization, phasing and exploring strategies were used effectively. Many different of lecturing types, cooperative learning, discovery learning were applied to accomplish the Teaching and Learning model goals. For Teaching and Learning activities, various strategies and models were used to express the students' talents. These activities included experiments, exploration, application, estimation, guess, discussion (conjecture and refutation) reconsideration and so on. There were no mention to the students about evaluation and paper exams. While the program activities were being performed, educational goals and assessment methods were reflected, that is, products, performance assessment, and portfolio were mainly used rather than just paper assessment.

• Journal of Elementary Mathematics Education in Korea
• /
• v.17 no.1
• /
• pp.67-86
• /
• 2013

The purpose of this study is to analyze selection of factors of Schoenfeld's problem solving behavior shown in problem solving process of mathematically gifted students based on brain preference of the students and to present suggestions related to hemispheric lateralization that should be considered in teaching such students. The conclusions based on the research questions are as follows. First, as for problem solving methods of the students in the Gifted Education Center based on brain preference, the students of left brain preference showed more characteristics of the left brain such as preferring general, logical decision, while the students of right brain preference showed more characteristics of the right brain such as preferring subjective, intuitive decision, indicating that there were differences based on brain preference. Second, in the factors of Schoenfeld's problem solving behavior, the students of left brain preference mainly showed factors including standardized procedures such as algorithm, logical and systematical process, and deliberation, while the students of right brain preference mainly showed factors including informal and intuitive knowledge, drawing for understanding problem situation, and overall examination of problem-solving process. Thus, the two types of students were different in selecting the factors of Schoenfeld's problem solving behavior based on the characteristics of their brain preference. Finally, based on the results showing that the factors of Schoenfeld's problem solving behavior were differently selected by brain preference, it may be suggested that teaching problem solving and feedback can be improved when presenting the factors of Schoenfeld's problem solving behavior selected more by students of left brain preference to students of right brain preference and vice versa.