• Journal of Digital Convergence
• /
• v.19 no.1
• /
• pp.1-10
• /
• 2021

The purpose of the study is to investigate the impact and analyze the effect of smart learning based class to on the students with low academic achievement level. The study performed in G University in 2018 among students taking calculus II class. It includes 16 students with low academic achievement level, whose grades were under C in the previous calculus I class. They belonged to special class consisted of very low academic achievement level and had to pass calculus II. 3D and AR were actively used in the class. The result shows that they got visual understanding of space, which revealed through analyzing SNS, mid-term and final examination, lecture evaluation. Also, smart learning based mathematics class utilizing smartphone's application elevated academic achievement level and influenced positively on the interest and attitude toward mathematics regardless of previous academic achievement level.

• The Mathematical Education
• /
• v.42 no.3
• /
• pp.387-402
• /
• 2003

Realistic Mathematics Education (RME) focuses on guided reinvention through which students explore experientially realistic context problems to develop informal problem solving strategies and solutions. This research applied this philosophy of RME to design a differential equation course at a university level. In particular, the course encouraged the students of the course to use numerical methods to solve differential equations. In this context, the purpose of this research was to describe the developmental process in which the students constructed and reinvented Euler algorithm in the class. For the purpose, this paper will present the didactical principle of RME and describe the process of developmental research to investigate the inferential process of students in solving the first order differential equation numerically. Finally, the qualitative analysis of the students' reasoning and use of symbols reveals how the students reinvent Euler algorithm under the didactical principle of guided reinvention. In this research, it has been found that the students developed deep understanding of Euler algorithm in the class. Moreover, it has been shown that the experience of doing mathematics in the course had a positive impact on students' mathematical belief and attitude. These findings imply that the didactical principle of RME can be applied to design university mathematical courses and in general, provide a perspective on how to reform mathematics curriculum at a university level.

• Journal of the Korean School Mathematics Society
• /
• v.15 no.1
• /
• pp.199-214
• /
• 2012

Stochastic independence of events is not only important concept but useful role in statistics and probability. In this paper, we investigate and analyze the definition of stochastic independence used in the middle and high school mathematics education course. and We investigated that students know concept of independent events. As a result, students was a lack of understanding about the concepts associated with independence of events. and the connection between concepts associated with independent of events were partially. Also, Connections between lower-level concepts and high-level concepts can be done well so teaching-learning was needed.

• Education of Primary School Mathematics
• /
• v.10 no.2
• /
• pp.125-139
• /
• 2007

The purpose of this study seeks entry into a method to make the use of educational aids popular. To achieve it, it is observed that instructions applying worksheets to make an activation of use of educational aids have influences on mathematical achievement and mathematical disposition and attitude. All variables exception with the frequence of use of educational aids are controlled in both experimental group and comparative group. According to the result, there is no significant difference of mathematical achievement in pre t-test between two groups, while experimental group get 10 points higher than comparative group in average (t=0.519, p<0.01). On the other hand, within intra-experimental group the influences of use of educational aids on mathematical achievement is positive without the achievement levels of students. The difference dependent on the levels of student is sought by ANCOVA using prescores as a covariance, and it appears in the significance level of 5%(F=4.885, p<0.05), and the effect is more in the lower level of students than in the middle and high level.

• Communications of Mathematical Education
• /
• v.33 no.2
• /
• pp.85-104
• /
• 2019

The purpose of this study is to analyze the tasks developed through task development activities with emphasis on mathematical connectivity, and to provide implications for teacher education to enhance teacher's competence. For this purpose, I analyzed the task developed by 52 pre-teachers through the activities. As a result, they combined mathematics with 'other subjects', 'mathematics', 'phenomenon', 'technology' and 'real life'. And they also made various internal connections of 'Different representation', 'Part-whole relationship', 'Implication', 'Procedure', and 'Instruction-oriented connection'. From the point of view of teacher knowledge, the study revealed that CCK and SCK were positive in terms of 'logical' and 'expression', and KCT as 'strategic' was meaningful but disappointing in diversity; however in terms of 'level', the KCS was limited due to tasks that did not meet the level of students. As such, this analysis reveals that teachers continue to struggle with understanding students' level, but exhibit little difficulty with 'logic', 'expression' and 'strategy. This being the case, teacher education needs to place additional emphasis in understanding students' levels and planning corresponding activities.

• Journal of the Korean School Mathematics Society
• /
• v.12 no.3
• /
• pp.231-245
• /
• 2009

The purpose of this study is to develop a contents when we are going to introduce cryptography and information security for vocational high school students. For this we do a survey of the students' level for understanding of information security and the 7th curriculum for school mathematics, 2007 revised curriculum for school mathematics, the curriculum for vocational high school, and we search for the material that connects between mathematics subjects and vocational subjects. We develop a text book that introduces information security and cryptography. After we teach vocational high school students by using this developed book, we get the result that learning cryptography with computer programming makes a good motivation of learning mathematics and roles a parameter between mathematics curriculum and vocational curriculum. As a result we propose that the developed contents can be used in 'Practical Mathematics' in the 7th curriculum for school mathematics or 'Application of Mathematics' in 2007 revised curriculum for school mathematics.

• Journal of the Korean School Mathematics Society
• /
• v.16 no.4
• /
• pp.899-925
• /
• 2013

The purpose of this study was to examine how constructive-response questions in regular test was in aligned with the nature and goals of 2007 Curriculum Amendment. For this purpose, data were collected and analysed by using the framework for mathematical task and the cognitive demand of tasks suggested by Smith & Stein(1998) and mathematical proficiency suggested by National Research Council(2001). In particular, it aimed to reveal the overall picture of the level of cognitive demand and the proportion of mathematical proficiency of constructed-response items created by secondary mathematics teachers. The findings from the analysis showed that 70 percent of the constructed-response items were at low-level and the rest at high-level in terms of cognitive demand. Also, the constructed-response assessment focused on conputing (89%), understanding(45%), applying(30%) and least reasoning(17%). Most of the constructed-response items included computing and were algorithmic.

• The Mathematical Education
• /
• v.58 no.2
• /
• pp.263-282
• /
• 2019

The purpose of this study is to analyze the implementation of 2015 revised mathematics curriculum. This study focused on issues raised from the implementation. The teaching-learning methods for enhancing mathematical competencies, the amount and difficulty of mathematics in the 1st and 2nd grade, the level of vocabulary and sentence for students in the textbooks, and the support for successful implementation of the curriculum were collected and analyzed through questionnaires and interviews. As a result of the research, most of the teachers tried to improve the teaching and learning method considering mathematical competencies, but had difficulty in connecting contents and competencies. They also recognized that the amount and difficulty in the 1st and 2nd grade math, and the level of vocabulary and sentences presented in math textbooks were generally appropriate. However, they pointed out that the textbooks were over-emphasized in various ways out of basic calculation methods, and that the long sentences, which are not easy to read and understand by students who are not familiar with reading Korean, are included in the . They recognised that there is a large difference in level of reading Korean and understanding math among students. So we suggest that more active support is needed for the students who are learning slowly and the students who are having difficulty in reading Korean.

• Journal of the Korean School Mathematics Society
• /
• v.10 no.4
• /
• pp.505-518
• /
• 2007

The purpose of this paper is to investigate the meaning of assessment for students, parents and mathematics teachers in middle school mathematics. For this purpose, we made an inspection to find out how the students grasped assessment results of mathematics, an investigation on the parents questionnaire to catch their viewpoints about assessment in school mathematics. Then, we interviewed three students, three teachers to confirm or to supplement the collected data. From the analyzing of data, we found the followings: First, it is not reasonable to evaluate the middle school students' mathematics accomplishment level using only paper test score. Second, almost all parents focus on their interesting to mathematics test score of their children not any other factors, such as intellectual accomplishment. Third, mathematics teachers claim that private education for only the mathematics test score can block the improving of students' mathematical thinking and application ability of mathematical knowledge.

• The Mathematical Education
• /
• v.51 no.1
• /
• pp.1-19
• /
• 2012

In this study, contents of 'the 2007 revised curriculum handbook' and 16 kinds of mathematics textbooks were analyzed first. The purpose of this study is to examine the understanding state of students at general high schools by making questionnaires to survey the understanding state on contents of chapter of complex number based on above analysis. Results of research can be summarized as follows. First, the content of chapter of complex number in textbook was not logically organized. In the introduction of imaginary number unit, two kinds of marks were presented without any reason and it has led to two kinds of notation of negative square root. There was no explanation of difference between delimiter symbol and operator symbol at all. The concepts were presented as definition without logical explanations. Second, students who learned with textbook in which problems were pointed out above did not have concept of complex number for granted, and recognized it as expansion of operation of set of real numbers. It meant that they were confused of operation of complex numbers and did not form the image about number system itself of complex number. Implications from this study can be obtained as follows. First, as we came over to the 7th curriculum, the contents of chapter of complex number were too abbreviated to have the logical configuration of chapter in order to remove the burden for learning. Therefore, the quantitative expansion and logical configuration fit to the level for high school students corresponding to the formal operating stage are required for correct configuration of contents of chapter. Second, teachers realize the importance of chapter of complex number and reconstruct the contents of chapter to let students think conceptually and logically.