• The Mathematical Education
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• v.43 no.2
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• pp.115-137
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• 2004

In this paper, we verified the effect and appropriateness of the scheme to cure the math. disliking disposition which is the cause of underachievement in learning. We choose 3 middle schools as the subject of experiment for this research. Each experiment class consists of 27∼30 students(underachievers) whose final test results of 1st school year in the middle school are 30∼60 points. In this case, we also select some middle level students whose test results are more than 60 points for the normal experimental condition. For this research, we developed the suitable test materials to cure the mathematics disliking disposition of underachievers. We applied those test materials to the experiment schools during 2.5 months and we analysed the variation of disliking disposition, the variation of math. dislike students' number and the cure rate of the math. disliking disposition. From the results of this experimental study, we find that the factors of teacher and math recognition environment have only the significant difference of math. disliking disposition between experiment class and comparison class under the 5% significance level in one middle school. We understand that this results caused by teachers' careful advice and guidance in that middle school. We also find that the number of student who dislike mathematics decreased in two middle schools. Furthermore 50% of math. disliking dispositions are cured for 9 disliking factors in the lower grade group(the group of underachievers) and as a whole, we can see that 50% of cure rate for the 7 factors of math. disliking in two middle schools. So we can understand that the experiment of our research was performed successfully in two middle schools. In this research, we find out that the scheme to cure the disliking dispositions for the factors of math. disliking depends on the factors of teacher who take charge of cure. So teachers must take interest in and must have careful concern to students and their math. disliking.

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.83-94
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• 2019

Current mathematics curriculum of South Korea suggests that students learn mathematics in school with calculators except that the aim of the math lessons is to achieve calculation skills, but we can't be sure that elementary school students use calculators in math lessons of school. Actually we don't have enough data to identify how many elementary school students use calculators in math lessons. The aims of this study are to compare the ratio of elementary school students using calculators in math lessons of school between 20 countries and to analyse the relation between using calculators in math lessons and the achievements of math through $4^{th}$ grade mathematics test of TIMSS 2015. The results of this study are two. One is that generally $4^{th}$ grade students did not use calculators in math lessons. The other result is that generally there is no relation between using calculators in math lessons and the achievements of the math test through $4^{th}$ grade mathematics test of TIMSS 2015. Only in Hong Kong SAR, students without using calculators have higher achievements than students using calculators. In England and USA, students using calculators have higher achievements than students without using calculators. Finally, researcher in this study suggests some implications on using calculator in elementary schools.

• The Mathematical Education
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• v.47 no.1
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• pp.75-89
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• 2008

Internet has been widely spread out and the need of convenient mathematical expression in the internet has been in need. In this paper, we discvss how MathML and JAVA have been developed for mathematical expressions in the internet. And we introduce our JAVA applet tools that adapted the object oriented programming techniques of the MathML and JAVA. Most of our JAVA toots have been developed for linear algebra course whose method can be applied to other subject as well. Then we discuss how we use those tools and output from the use of them in our class.

• The Mathematical Education
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• v.42 no.5
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• pp.683-696
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• 2003

In this paper, we propose an authoring methodology of differentiated instruction-learning materials in mathematics course using MathML and XSLT, and give utilizing suggestions of these materials as differentiated textbook and individual learning. Incorporating MathML into instruction-learning materials, there are many advantages such that view of the materials in web browser is improved since mathematical expressions are compatible with text, and an expression can be modified in more convenient way since the expression is represented in text format not an image. In authoring of differentiated materials, the author provides one document for various levels of students. Then, each level of materials is generated from the document via XSLT transformation. This enables author-driven progress control rather than student-driven which does in previous approaches, since students don't need to select components of the material.

• Research in Mathematical Education
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• v.19 no.2
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• pp.117-139
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• 2015

For the purpose of determining neurophysiological mechanism of math anxiety, we conducted an EEG measurement for 22 sixth grade elementary students including 11 students with high math anxiety (HMA group), and 11 students with low math anxiety (LMA group). We found that in HMA group, delta wave was significantly generated from the right frontal lobe, and in LMA group, four paths are clearly connected while they perform math tasks (right inferior occipital gyrus ${\leftrightarrow}$ left superior parietal lobule /left middle frontal gyrus ${\leftrightarrow}$ left inferior parietal lobule /left middle frontal gyrus ${\leftrightarrow}$ right inferior parietal lobule / right middle frontal gyrus ${\leftrightarrow}$ right inferior parietal lobule). According to the above results we suggest that math anxiety is related to emotions associated with pain, reduces working memory and has a negative effect on math performance.

• Proceedings of the Korean Information Science Society Conference
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• 2001.10c
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• pp.604-606
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• 2001

기존 웹상에서의 수학식 처리 및 표기에 관련된 문제점을 보완하고, 수학식의 효율적인 표기 및 저장, 공유를 가능하게 하기 위해 W3C(World Wide Web Consortium)에서는 XML(extensible Markup Language) 애플리케이션인 MathML(Mathematical Markup Language)을 제정하였다. 본 논문에서는 MathML 문서를 보다 쉽고 효율적으로 편집할 수 있도록 사용자 중심의 다양한 인터페이스 제공을 통해, MathML 지식이 없는 사용자라도 쉽게 편집이 가능하도록 하였으며, 내부적으로는 처리속도 향상을 위해 기존 XML 파서의 기능 다수를 설계 및 구현하였다. 본 편집 시스템은 웹상에서의 MathML 사용의 보편화에 기여하고, XML을 기반으로 하고 수학식을 포함하는 문서의 효율적인 처리 등에 유용하게 사용될 것이다.

• Proceedings of the Korean Information Science Society Conference
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• 2012.06b
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• pp.312-314
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• 2012

본 논문은 한글로 입력된 질의어를 이용하여 웹상의 MathML (Mathematical Markup Language) 수학식을 검색하는 시스템을 제안한다. 웹상의 수학식은 과거 이미지를 이용하여 표현되는 경우가 많았지만, 현재는 대부분 MathML과 같은 수학식 표현 마크업 언어로 작성되고 있다. 그러나 이러한 수학식을 검색하기 위해서는 해당 언어를 알고 있거나 수식 입력 툴을 이용해야 하는 경우가 대부분이기 때문에, 일반 사용자들이 수학식 검색을 하는 데에는 제약점이 따랐다. 본 연구에서는 사용자들이 전통적인 검색 방법을 이용하여 특정 마크업 언어가 아닌 일반 평문으로 작성된 질의어를 입력하여 수학식을 검색 가능 하도록 하기 위해, 평문 질의어를 MathML 표현으로 변환시키는 방법을 사용한다. 질의어로 입력될 수 있는 다양한 수학식 표현을 미리 구축한 사전을 이용하여 MathML 표현으로 변환하는 간결한 기법만으로도 MRR 0.495 의 높은 성능을 얻을 수 있었다.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.461-486
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• 2010

By learning math, constructing math problems helps us to improve analytical thinking ability and have a positive attitude and competency towards math leaning. Especially, gifted students should create math problems under certain circumstances beyond the level of solving given math problems. In this study, I examined the math problems made by the gifted students after the process of raising questions and discussing them for themselves by doing origami. I intended to get suggestions by analyzing of problem posing strategy and method facilitating the thinking of mathematics gifted students in an origami program.

• Research in Mathematical Education
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• v.9 no.2 s.22
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• pp.153-173
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• 2005

Recently Bianshi problems, math isomorphic problems by changing the conditions, conclusions or deduction process of the three components of the example problem, are consistently identified as an important element in Chinese math education, characteristics in Chinese math education culture and form a hot point in China, 5 main factors related to reasons why is regarded as CULTURE characteristics in Chinese math education are discussed: (a) Exam goal (b) the curriculum objectives (c) traditional mode and conception, (d) Chinese situation, (e) Chinese math tradition.

• Communications of Mathematical Education
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• v.20 no.4 s.28
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• pp.537-549
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• 2006

MAA Digital library Workshop, October 6-8, 2006 was held at the newly completed Carriage House Conference Center at MAA Headquarters. This workshop is designed to inform participants about the Mathematical Sciences Digital Library (MathDL), the new MAA Math Gateway project, and the National Science Digital Library (NSDL) and to enable participants to conduct short sessions publicizing these online resources at MAA Section Meetings. The workshop was conducted by Lang Moore, David Smith, and Eileen McIlvain. Major support is being provided by the National Science Foundation through the National Science Digital Library Program. We introduce what was in there and how we properly use and publicize them and add what we could do.