• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.159-167
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• 2018

In this study, we have developed an online learning community site using Humhub social network software and promote social constructive learning through the questions and answers in subject specific learning groups. By accumulating learning contents which consist of questions and answers about specific topics, learners can acquire knowledge by searching relevant topics and questions and can create and reconstruct knowledge as well as consuming knowledge by participating in self-regulated learning community. We have developed a mathematical editor feature which enables users to enter mathematical expression such as equations and greek characters. Online learning community sites can be used for inquiry based information education.

• The Mathematical Education
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• v.40 no.2
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• pp.265-289
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• 2001

The elementary and middle school curriculum in Korea has been modified periodically to reach today's 7th national curriculum. Although the intent of each new curriculum was to improve education, lack of proper preparation for teachers and students has not made the new curriculums as effective as it could be. Goodlad et al.(1979) suggested that curriculum should encompass all practices including not only knowledge but all the elements of the curriculum and experiences of the student and teachers. The purpose of this paper is to investigate the actual practices of the current curriculum with focus on the use of instructional media in mathematics teaching and learning. A nationwide curriculum survey was carried out with the Goodlad's curriculum inquiry model as the framework. The result shows that elementary and secondary mathematics teachers used textbook manual (for teachers) and practice books most frequently for their class preparation. In addition to these, mathematics teachers also used manipulatives, visual aids, computers, internet, and calculators in a decreasing order. In general, many mathematics teachers did not use much instructional media in their classes and said that there are not enough effective instructional media to use. However, the teachers have positive attitude toward the educational media that they have used. In this study, we analyzed the survey data regarding educational tools, their use and effects to support the development of a new curriculum model in mathematics for a knowledge-based society.

• Communications of Mathematical Education
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• v.33 no.2
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• pp.67-84
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• 2019

The purpose of this study is to investigate the effectiveness of intensive inquiry activity through intensive camp for 2 hours and 3 days in summer vacation and 100 hours of classes from March to December 2018 by selecting 2 middle school students using OKMINDMAP for creative education. It is the result. The teacher was the assistant, and the research problem was selected by two students themselves, and the variation of the fractal dimension was investigated and the Chaos game was shown to be possible in the modified Sierpinski triangle.

• The Mathematical Education
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• v.48 no.3
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• pp.303-328
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• 2009

In this study, we developed the teaching methods using manipulative materials to teach regular polytopes, and applied these to first-year student of middle school who is attending the extra math class. In that class, we focused on the change of the mathematical representations -especially verval, visual and symbolic representations- and mathematical behavioral. By analyzing characterstics the students' work sheets, we obtained affirmative results as follows. First, manipulative materials played an important role on drawing a development figure of regular polyhtopes describing the verval representation definition of regular polytopes. Second, classes utilizing manipulative materials changed students verbalism level of representations the definition of regular polytopes. For example, in the first class about 60% of students are in the $0{\sim}2$ vervalism level, but in the third class, about 65% of students are in the $6{\sim}7$ level. Third, classes utilizing manipulative materials improved visual representation about development figure. After experiences making several development figures about regular octahedron directly, and discussion, students found out key points to be considered for draws development figure and this helped to draw development figures about other regular polytopes. Fourth, students were unaccustomed to make symbolic representations of regular polytopes. But, they obtained same improvement in symbolic representations, so in fifth the class some students try to make symbol about something in common of whole regular polytopes. Fifth, after the classes, we have significant differences in the students, especially behavioral characteristics in II items such as mind that want to study own fitness, interest, attachment, spirit of inquiry, continuously mathematics posthumously. This means that classes using manipulative materials. Specially, 'mind that want to study mathematics continuously' showed the biggest difference, and it may give positive influence to inculcates mathematics studying volition while suitable practical use of manipulative materials. To conclude, classes using manipulative materials may help students enhance the verbal, visual representation, and gestates symbol representation. Also, the class using manipulative materials may give positive influence in some part of mathematical behavioral characteristic. Therefore, if we use manipulative materials properly in the class, we have more positive effects on the students cognitive perspect and behavioral cteristics.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.169-186
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• 2020

The purpose of this study is to find new material for developing teaching and learning materials for the gifted class of elementary school students by using the rotatable tangram made by modifying the traditional tangram. Rotatable tangram can be justified by gifted students through mathematical communication. However, even gifted class students have some limitations in finding and justifying triangles and rectangles of all sizes unless they go through the 'symbolization' stage at the elementary school level. Therefore, students who need an inquiry process for letters and symbols need to provide supplementary learning materials and additional questions. It is expected that the material of rotatable tangram for the development of teaching and learning materials for elementary school gifted students will contribute to the development of mathematical reasoning and mathematical communication ability.

• Research in Mathematical Education
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• v.18 no.4
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• pp.307-319
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• 2014

This research is a survey study on students' attitude toward a class employing small group discussion and presentation by the method of free-listing. Participants in this study were students who registered in the course of Mathematical Logics and Writing during 2011 and 2014. Senior students who took the course of theory of mathematics education previously usually registered the course. The class for this course used to be designed as a class adopting group discussion and presentation. Main theme of this research is not to demonstrate some theories or hypothesis on teaching and learning, but rather to inquire students' attitude toward a class employing the constituents first and then through analyzing the results of this study to find practical ideas and strategy for design and implementation of a class which brings cultivation of students' understanding, communication and moreover writing in mathematics. Since the survey was given in the $8^{th}$ week of this class, participants of this research could be expected to have more concrete idea for positive or negative aspects of the classes employing these constituents. We compared both research results of 2011 and 2014 to view any changes in students' attitude. Research results are follows. Students began to think that group discussions and presentation bring out better learning to them. Not to give students psychological burden of discussion and presentation, instructors need to provide comfortable atmosphere through arranging suitable grouping and enough time for discussion. Moreover, simple evaluations criteria for group discussions and presentation should be well structured and more concrete guides for them are required to make students to feel comfortable and to concentrate on the given subject for discussion.

• Communications of Mathematical Education
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• v.21 no.2 s.30
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• pp.347-360
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• 2007

In this study, we made the analysis of the relation with mathematical tests and scholastic attainments of gifted students using the results of entrance end comprehensives exams and so on in science education center for gifted youths. For this, we firstly made an analysis of correlation between math and math, math and science and science and science using the test results. And then, we interviewed four students. From this, we found followings. First, in every assessment except for those carried out during the semester in the center, we saw a very low or negative correlation between the students' grades in math and that in science. Second, in contrast to the correlations among other assessments, a high correlation of the students' grades in math and science appeared in regard of the assessments carried out during the semester in the center. Third, correlations between the grades of assessments in mathematics were much lower than that in science. Fourth, many students thought the assessments in the center were not as valuable as those in their schools, which are referred to in getting into a school of high grade. So some of the students who gained excellent grades showed a relatively low achievement. Fifth, students in the center regarded a vigorous communication and inquiry learning on enriched themes as the biggest merit of attending the center.

• Journal of the Korean School Mathematics Society
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• v.7 no.2
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• pp.81-97
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• 2004

This paper is a study on the understanding process of「Matrix and Graph」on discrete mathematics using TI-92 calculator. For this purpose, we investigated the understanding process of two middle school students learning the concepts of matrix and graph using TI-92 calculator. In this process, we collected qualitative data using recorder and video camera. Then we categorized these data as follows: students' attitude related to using technology, understanding process of meaning, expression and operation of matrix and graph, mathematical communication, etc. From this, we have the following conclusions: First, students inquired out the meaning and role of matrix by themselves using calculator. We could see that calculator can do the role of good learning partner to them. Second, students realized their own mistakes when they used calculator on the process of learning matrix. So we found that calculator could form the self-leading learning circumstance on learning matrix. Third, calculators reinforce the mathematical communication in learning matrix and graph. That is, calculator could be a good mediator to reinforce mathematical communication between teacher and students, among students on learning matrix and graph.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.589-608
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• 2015

The inquiry subject of this paper is the number of convex polygons one can form by attaching the seven pieces of a tangram. This was identified by two mathematical proofs. One is by using Pick's Theorem and the other is 和々草's method, but they are difficult for elementary students because they are part of the middle school curriculum. This paper suggests new methods, by using unit area and the minimum area which can be applied at the elementary level. Development of programs for the mathematically gifted elementary students can be composed of 4 class times to see if they can prove it by using new methods. Five mathematically gifted 5th grade students, who belonged to the gifted class in an elementary school participated in this program. The research results showed that the students can justify the number of convex polygons by attaching edgewise seven pieces of tangrams.

• The Mathematical Education
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• v.61 no.3
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• pp.477-497
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• 2022

The rapidly changing world calls for reform in mathematics education from lifelong learning perspectives. This study examines adults' perception of mathematics by reflecting on their experiences of mathematics in and out of school in order to understand what the current needs of adults are. With the two questions: "what experiences do participants have during their learning of mathematics in schools?" and "how do they perceive mathematics in their current life?", we analyzed the semi-structured interviews with 10 adults who have different sociocultural backgrounds using narrative inquiry methodology. As a result, participants tended to accept school mathematics as simply a technique for solving computational problems, and when they had not known the usefulness of mathematical knowledge, they experienced frustration with mathematics in the process of learning mathematics. After formal education, participants recognized mathematics as the basic computation skill inherent in everyday life, the furniture of their mind, and the ability to efficiently express, think, and judge various situations and solve problems. Results show that adults internalized school education to clearly understand the role of mathematics in their lives, and they were using mathematics efficiently in their lives. Accordingly, there was a need to see school education and adult education on a continuum, and the need to conceptualize the mathematical abilities required for adults as mathematical literacy.