• Journal of Elementary Mathematics Education in Korea
• /
• v.18 no.2
• /
• pp.237-255
• /
• 2014

The purpose of this study is to investigate elementary school students' understanding the concept and operations of decimal fraction. The survey research was performed for this study. This survey was done by selecting 156 students. Questionnaire were made in five areas with reference to the 2007 revised mathematics curriculum. Five areas were the concept of decimal fraction, the addition, the subtraction, the multiplication and the division of decimal fraction. The results of such analysis are as follow: The analyzed result of understanding about concepts and operation of decimal fraction showed a high rate of correct answer, more than 85%. Students thought that multiplication and division of decimal fraction is more difficult than addition, subtraction, concept of decimal fraction. As the learning about concepts and operation of decimal fraction progress, the learning gap is bigger. Effort to reduce the learning deficits are needed in the lower grades. Mathematics is the study of the hierarchical. Learning deficits in low-level interfere with the learning in next-level. Therefore systematic supplementary guidance for a natural number and decimal fraction in low-level is needed. And understanding concepts and principles of calculations should be taught first.

• East Asian mathematical journal
• /
• v.38 no.2
• /
• pp.143-164
• /
• 2022

Computer technology in mathematics teaching-learning is not for teaching computer but for improving mathematics teaching-learning with computer. It is shown the use of computer technology comparing with traditional approach provides students more opportunities in order to approach abstract structure. Computer activity provides not only understanding concepts of analysis and opportunity to investigate theory but also effective background in teaching analysis. We analyze students' computer usage level on analysis education by using computer usage level according to role of computer technology. We try to get an useful educational implication on analysis education applying MATLAB through qualitative research.

• School Mathematics
• /
• v.12 no.4
• /
• pp.547-561
• /
• 2010

Even though statistics is considered as one of the areas of mathematical science in the school curriculum, it has been well documented that statistics has distinct features compared to mathematics. However, there is little empirical educational research showing distinct features of statistics, especially research into the understanding of statistical concepts which are different from other areas in school mathematics. In addition, there is little discussion of a relationship between the ability of mathematical thinking and the ability of understanding statistical concepts. This study extracted some important concepts which consist of the fundamental statistical reasoning and investigated how mathematically high achieving students understood these concepts. As a result, there were both kinds of concepts that mathematically high achieving students developed well or not. There is a weak correlation between mathematical ability and the level of understanding statistical concepts.

• Journal of Educational Research in Mathematics
• /
• v.12 no.4
• /
• pp.557-579
• /
• 2002

The purpose of this study is to find out the problems which are caused when the limit concept of sequences is learned through an intuitive definition and to suggest a way of solving those problems. Students in Korea study the limit concept of sequences through an intuitive definition. They fail to apply the intuitive definition properly to the problems and they are apt to have misconception even though the Intuitive definition is applied properly. To solve these problems, this study examined the develop- mental process of the limit concept of sequences from the Intuitive definition to the formal definition, and looked into the way of students' internalization of the process through a field study. In this study, the levels of the limit concept of sequences possessed by the students at ZPD are as follows; level 0 : Students understand the limit concept of sequences through the intuitive definition. level 1 : Students understand the limit concept of sequences as 'The difference between $\alpha$$_{n}$ and $\alpha$ approaches 0' rather than 'The sequence approaches $\alpha$ infinitely.' level 2 : Students understand the limit concept of sequences through the formal definition. The levels of students' limit concept development were analysed by those criteria. Almost of the students who studied the limit concept of sequences through the intuitive defition stayed at level 0, whereas almost of the students who studied through the formal definition stayed at level 1. Through the study, I found that it was difficult for the students to develop the higher level of understanding for themselves but the teachers and peers could help the students to progress to the higher level. Students' learning ability was one of major factors that make the students progress to the higher level of understanding as the concept was developed hierarchically from Level 0 to Level 2. If you want to see your students get to the higher level of understanding in the limit concept, you need to facilitate them to fully develop understanding in lower levels through enough experiences so that they can be promoted to the highest level.

• East Asian mathematical journal
• /
• v.28 no.2
• /
• pp.251-264
• /
• 2012

The revised mathematics education curriculum in 2007 decided to introduce mathematics workbooks to the textbook system, which were supplemental textbooks to support mathematics teachers' teaching and students' learning in level-based classroom. This study is to find the field status whether the middle school mathematics workbooks are currently used in the school to be in line with the original intention and purpose and to discuss the improvement direction and effective utilization idea which modification and amendment shall be made for the effective utilization in the field. To achieve the goal of this study, the inquiry survey was made from 75 middle school teachers of the 1st, 2nd and 3rd grade in the middle schools where the moving classing for each level(or class in each level)has been performed with provision of the questionnaire sheet for the understanding of the teachers for the utilization status of the mathematics workbook to solve such study task.

• The Mathematical Education
• /
• v.41 no.3
• /
• pp.233-256
• /
• 2002

This study investigated school mathematics curriculum of England, newly revised in 1998, focused on the 'number and algebra' domain among three major domains of the English curriculum. On the basis of its understanding, this domain was compared and analyzed with school mathematics curriculum of Korea. In doing so, this study explored its plans and procedures and established a frame of comparison for the curriculums between the two countries. The structure of the National Curriculum in England is composed of programmes of study and attainment targets. The former sets out what should be taught in mathematics at key stages 1, 2, 3, and 4 and provides the basis for planning schemes of work, and the latter sets out the knowledge, skills, and understanding that pupils of different abilities and matures are expected to have by the end of each key stage. Attainment targets are composed of eight levels and an additional level of increasing difficulty. According to the results of the present study, Korea focuses on the formal and systematic mathematical knowledge on the basis of sound understanding of certain mathematical terms or concepts. On the other hand, England tends to deal with numbers more flexibly and naturally through the aquisition of mental methods, calculator use methods, etc, and emphasizes that mathematics be realistic and useful in solving a diverse number of problems confronted in everyday life.

• Journal of the Korean School Mathematics Society
• /
• v.23 no.3
• /
• pp.397-425
• /
• 2020

Statistical literacy is a key ability expected of citizens in information-laden societies, and is often revealed as an expected outcome of schooling and as a necessary component of adults' numeracy and literacy. Knowing how important statistical literacy is, the purpose of this research was to measure statistical literacy of adults and secondary mathematics teachers. This study explored the statistical literacy based on the level of understanding in poll results and analyzed the data obtained through semi-structured interviews with 20 secondary mathematics teachers and 20 adults. As a result, the following conclusions were obtained: First, few secondary mathematics teachers and adults correctly recognized the meaning of statistical terms and expressions included in the poll results. Second, 70% of research participants did not reach levels 3 or 4 of statistical literacy levels. Third, the statistical literacy level of secondary mathematical teachers was higher than that of adults.

• Journal of the Korean School Mathematics Society
• /
• v.22 no.1
• /
• pp.1-21
• /
• 2019

Mathematics is one of the subjects in which learners seriously experience under-achievements in school education. Middle school level mathematics especially plays such a role as a bridge between elementary level informal mathematics and high school level formal mathematics that learners' under-achievements in the middle school level mathematics may yield more serious under-achievements later. Therefore it is crucial to prevent learners' later under-achievements that we analyze the status of under achievements including analysing various under-achievers' errors in the middle school level mathematics. From this point of view, we analysed errors of mathematics under-achievers in understanding the concept of the square root of positive numbers and related calculations in this paper. As the results of our research, we found some unexpected errors of 'some mathematics under-achievers regarding the mathematical symbol ${\surd}$ of square root as a parenthesis ( ), and others interpret $x=-2{\pm}{\sqrt{10}}$ as x=-2 or ${\pm}{\sqrt{10}}$.' that suggest the necessity of more various and in-depth discussions and researches of analysis on learners' errors and misconceptions in all areas of school mathematics.

• Research in Mathematical Education
• /
• v.16 no.1
• /
• pp.31-50
• /
• 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.

• Research in Mathematical Education
• /
• v.18 no.1
• /
• pp.75-87
• /
• 2014

It is central to use a scale to measure a person's level of a construct in mathematics education research. This article explains a practical process through which a researcher rapidly can develop an instrument to measure the construct. The process includes research questioning, reviewing the literature, framing a background theory, treating the data, and reviewing the instrument. The statistical treatment of data includes normality analysis, item-total correlation analysis, reliability analysis, and factor analysis. A virtual example is given for better understanding of the process.