• The Mathematical Education
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• v.39 no.1
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• pp.1-9
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• 2000

Now, mathematics textbook is being developed in accordance with the 7th educational curriculum. It is expected that qualified textbook reflecting 'differentiated education' concept be developed and published. But there are still many limitations of textbook authorization system to develop 'such' textbook. Many authors of textbook have difficulty in developing creative and qualified textbooks in their own way. In this paper, we deal with what the authors should keep in mind and could reflect related on textbook authorization system in developing textbook. For this purpose, focusing on new 'content principle' of mathematics textbook authorization, the paper presented its educational background.

• The Mathematical Education
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• v.54 no.2
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• pp.119-141
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• 2015

As the population of senior citizens has been increasing very rapidly, the importance of their education is gradually emphasized. To maintain their mental and physical health, the solution on the biological, physical, and educational approach might be helpful and effective. Especially in the aspect of the educational approach, the mathematics education can be regarded as an important subject for keeping the seniors in a good mental health. The reason is that the ultimate goal of mathematics education is to pursue an enhancement of mathematical thinking ability. By the reason, this study aimed to develop mathematical materials for enhancing seniors' thinking ability, and the seniors usually belong to fifties and sixties. To this purpose, this study selected the six essential mathematical thinking elements and four mathematical domains of 'number and operation', 'shape and measurement', 'possibility', and 'patterns'. Based on these elements, the mathematical materials including the nine types of activities using games and commercial manipulatives were developed. On the subject of 52 female seniors, the instruction was conducted using a part of the materials during 100 minutes. Also, 13 survey items were developed beforehand, and the survey was implemented after the class, and eventually 48 seniors responded in the survey. As a result, it is meaningful to develop the materials not only for enhancing mathematical thinking ability but for understanding and utilizing the content of materials. Furthermore, it is requested that those materials be differentiated according to the degree or the difference of age, academic ability, and sex.

• Communications of Mathematical Education
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• v.36 no.3
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• pp.397-415
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• 2022

The purpose of this study is to analyze the discourse structure of teachers that can help students participate in class by using mathematical metaphors that can arouse students' interest and motivation. In order to achieve this goal, we observed a semester class of a career teacher who practiced pedagogy that connects students' experiences with mathematical concepts to motivate students to learn and promote participation. Among the metaphors that the study target teachers used in a variety of mathematical concepts and problem-solving processes during the semester, we extracted the two class examples that can help develop teaching methods using metaphors. Representatively selected two classes are one class example using metaphors and, the other class example using metaphors and expanding and applying problems. As a result of analysis, the structure of teacher discourse that uses metaphors and expands and applies problems by linking students' experiences with mathematical content was found to help solve a given problem and elaborate mathematical concepts. As a result of the analysis, the discourse structure of teachers using mathematical metaphors based on communication with students could provide implications for the development of teaching methods for the recovery of mathematics education.

• Education of Primary School Mathematics
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• v.27 no.1
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• pp.19-38
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• 2024

This study aims to analyze the characteristics of students' understanding of artificial intelligence and mathematical concepts by developing and applying an artificial intelligence education program for mathematics convergence using robots. To this end, we analyzed the content standards of elementary artificial intelligence education to extract conceptual elements of artificial intelligence and identified mathematics achievement standards that can effectively integrate them. In particular, a five-session (15 classes in total) program was developed by selecting the units 'angle' and 'quadrilateral' suitable for utilizing the robot's movement and reorganizing the lesson to integrate the mathematics achievement standard with the artificial intelligence content elements. As a result of applying this to 22 fourth grade elementary school students over five months and analyzing the students' understanding revealed by topic of artificial intelligence content, the artificial intelligence education program for mathematics convergence using robots was helpful in students' understanding artificial intelligence principles and mathematical concepts. In addition, the use of robots was confirmed to improve students' understanding of artificial intelligence and mathematics as well as their participation in class by making them visually check a series of performing procedures.

• School Mathematics
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• v.10 no.3
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• pp.423-441
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• 2008

The purpose of this study was to examine the Pedagogical Content Knowledge(PCK) of teachers and their educational practice in the category of plane figure, to make a comparative analysis of their PCK and educational practice, and to discuss the relationship between their PCK and the characteristics of their instruction. Instruction of four selected elementary school teachers was analyzed to find out their educational practice. In conclusion, the characteristics of the PCK and actual instruction of the teachers could be listed as below: First, as a result of comparing their PCK and educational practice on plane figure by applying selected analysis criteria, there was a close correlation between their PCK and actual instruction. Second, the teachers had various levels of PCK on different areas. Especially, there was a large disparity in mathematical content knowledge and knowledge of teaching methods. Third, the teachers who had plenty of PCK were more excellent in textbook reconstructing, and those who fell behind in terms of PCK were more reliant on textbooks as if the textbooks had been the Bible.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.235-257
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• 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 the Korean School Mathematics Society
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• v.15 no.4
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• pp.699-718
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• 2012

The purpose of mathematics eduction is to develop the ability of thinking mathematically. It informs method to solve problem through mathematical thinking that teach mathematical ability. Errors in the problem solving can be thought as those in the mathematical thinking. Therefore analysis and classification of mathematics errors is important to teach mathematics. This study researches the preceding studies on mathematics errors and presents the characteristic of them with analyzed models. The results achieved by analysis of the process of problem solving are as follows : ▸ Students feel much harder to solve words problems rather than multiple-choice problems. ▸ The length of sentence make some differences of understanding of the words problems. Students easy to understand short sentence problems than long sentence problems. ▸ If students feel difficulties on the pre-learned mathematical content, they feel the same difficulties on the words problems based on the pre-learned mathematics content.

• Kyungpook Mathematical Journal
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• v.45 no.1
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• pp.131-135
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• 2005

Let an integral domain R be locally polynomial over an integral domain D and let R be a content module over D. We show that if D is a PVMD, then $$Cl_t(R){\sim_=}Cl_t(D)$$. This generalizes the polynomial case. We also show that R is a PVMD if and only if D is a PVMD if and only if $R_{N_v}$ is a PVMD.

• Proceedings of the IEEK Conference
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• 2003.11a
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• pp.553-556
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• 2003

In the field of content-based image retrieval, various mathematical low-level features have been proposed to describe the perceptual content of images. Since most of the features are assumed to be independent of each other, one feature is extracted from images without any consideration of the other features. Recently proposed CCE and SCFT taking advantage of the correlation between color and texture have shown relatively good performance. In this paper, the performance of CCE, SCFT, and the traditional regular weighted comparison method are evaluated. Simulation results with natural images have shown that CCE outperforms the other methods.

• Communications of Mathematical Education
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• v.35 no.3
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• pp.295-322
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• 2021

This study was conducted for one semester through one group pretest-posttest design with 49 first-year middle school students to explore the effects of mathematics-centered STEAM class experiences on students' mathematical modeling abilities. The main results of this study are as follows: First, the results of the pre and post-mathematical modeling ability tests showed that the average score of posttest was improved compared to the pretest, and that the experiences of mathematics-centered STEAM classes provided in this study had a positive effect on improving the mathematical modeling ability of first-year middle school students. Second, STEAM classes were more effective in solving mathematical modeling problems that require students' creative and divergent thinking. Third, the content analysis of student responses for each subquestion showed that STEAM classes were especially more helpful in activating students' mathematical model construction and validating steps.