• Communications of Mathematical Education
• /
• v.36 no.1
• /
• pp.73-88
• /
• 2022

Mathematics is a way of thinking. To do mathematics means to think mathematically. In other words, mathematics education and mathematics literacy are related. In elementary and secondary school mathematics education in many countries, teaching of mathematics using textbooks is conducted mostly in their native language. So mathematics education takes place while reading, writing, listening, and speaking mathematics. Analysis of mathematics textbooks for the lower grades of undergraduate mathematics shows that most advanced countries in mathematics use excellent undergraduate mathematics textbooks written in their native language. However, the ratio of using imported textbooks from foreign countries is particularly high in the case of textbooks for mathematics majors at Korean universities. In this article, the effect of language used in university mathematics education is analized. In particular, the importance of high-quality leading-edge university mathematics textbooks in native language is introduced by analyzing the case of Bourbaki in France and 'War of language' at the Israel Institute of Technology. The innovation of French university mathematics education in the 20th century began with Bourbaki's 'Fundamentals of Mathematics', a French textbook written in his native language. Israel's Technion and the Hebrew University of Jerusalem continue to teach all subjects in their mother tongue. This has led to produce many Nobel Prize and Fields medal winners in these two countries. This study shows that textbooks and languages used in university mathematics education has affected mathematical literacy.

• The Mathematical Education
• /
• v.55 no.3
• /
• pp.317-334
• /
• 2016

Knowledge and data interpretation on statistical estimation was important to have statistical literacy that current curriculum was said not to satisfy. The author investigated mathematics teachers' MKT on statistical estimation concerning interpretation of confidence interval by using questionnaire and interview. SMK of teachers' confidence was limited to the area of textbooks to be difficult to interpret data of real life context. Most of teachers wrongly understood SMK of interpretation of confidence interval to have influence upon PCK making correction of students' wrong concept. SMK of samples and sampling distribution that were basic concept of reliability and confidence interval cognized representation of samples rather exactly not to understand importance and value of not only variability but also size of the sample exactly, and not to cognize appropriateness and needs of each stage from sampling to confidence interval estimation to have great difficulty at proper teaching of statistical estimation. PCK that had teaching method had problem of a lot of misconception. MKT of sample and sampling distribution that interpreted confidence interval had almost no relation with teachers' experience to require opportunity for development of teacher professionalism. Therefore, teachers were asked to estimate statistic and to get confidence interval and to understand concept of the sample and think much of not only relationship of each concept but also validity of estimated values, and to have knowledge enough to interpret data of real life contexts, and to think and discuss students' concepts. So, textbooks should introduce actual concepts at real life context to make use of exact orthography and to let teachers be reeducated for development of professionalism.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.4
• /
• pp.336-344
• /
• 2019

The Ministry of Education (2015) announced the "2015 Revised Curriculum for Elementary and Secondary Schools" and announced that SW (Software) training for elementary and junior high school students to develop Computational Thinking will be gradually introduced from 2018. In addition, 'problem solving' and 'programming' have become important areas. Furthermore, the ability to analyze and utilize big data is becoming more emphasized. We developed and applied the statistical - Python programming convergence curriculum based on the idea that convergence education combining information and mathematics, programming and statistical literacy is needed according to current trends. Before and after the experiment, problem solving ability test and programming / mathematical interest test were conducted and compared with the corresponding sample t-test. According to the analysis results, there were significant differences in the pre- and post-test on problem solving ability, programming interest and mathematical interest at the significance level of 0.05.

• The Mathematical Education
• /
• v.50 no.4
• /
• pp.489-505
• /
• 2011

This study is an analysis on the focus of textbooks regarding the statistical chapters of "measures of representative(central tendency) and of the spread". Applying the summary-concept criteria of Juhyeon Nam(2007), 4 kinds of aspect of the chapter; (1) definition and its teleological validity of the measures of representative, (2) definition and practical value of the measures of spread (3) distributional form on the measures of representative and of spread (4) location and scale preservation or invariance of the measures of representative and of spread were observed. On the measures of representative, some definitions were insufficient to check the teleological validity of the measure. Most definitions of the measure of spread were based on the practical view points but no preparation for the future statistical inferences were found even by implication. Some books mention about the measures of representative and of spread for distributions, but we could not find any comments on the correspondence between the sample mean and the expectation of a distribution or population mean. However it is stimulant that some books check the validity of corresponding measures with the location and scale preservation or invariant property, that were not found in the previous curriculum.

• The Mathematical Education
• /
• v.62 no.3
• /
• pp.417-433
• /
• 2023

In the 2022 revised mathematics curriculum, a new content on 'Movement of a point' was added. Therefore, this study analyzed the contents of the movement of a point presented in Finnish mathematics textbooks as elements of spatial orientation. Analysis was conducted by dividing it into direction, distance, and route. As a result of the study, in Finnish textbooks, directions were expressed in various ways, such as linguistic, visual, and coded expressions. In the case of distance, activities to move as much as the distance or compare the distance were presented using the number of cells, length, steps, coordinate points, ratio, etc. In the case of routes, activities such as moving according to instructions, making routes, finding the route, and modifying the route were presented using unconditional movement and conditional movement. In particular, the movement of a point could be linked not only to various mathematical content areas such as 'number and arithmetic' and 'change and relationship', but also to digital literacy and programming education. Knowing that the movement of a point can be presented in various ways according to the direction, distance, and route, it is expected that it can be used to organize the contents of the 2022 revised mathematics textbook.

• Education of Primary School Mathematics
• /
• v.27 no.1
• /
• pp.57-74
• /
• 2024

This paper analyzed the programming education specialized lessons presented in two types of elementary school mathematics textbooks according to the revised Japanese curriculum in 2017. First, this paper presented in detail how each activity is connected to Korean mathematics areas, what elements of mathematics can be learned through programming education, how each activity is structured, and how the actual programming according to the textbook activities is structured. In Japanese textbooks, geometry and measurement areas were presented the most among Korean mathematics content areas, and mathematical elements such as sequences, rules, and algorithms were most implemented for learning. Digital learning tools that make up actual programming present more elements than those presented in the textbooks and are presented in great detail so that students can do actual programming. Lastly, in blocks, motion, control, and calculation blocks were used a lot. Based on these research results, this study provides implications when conducting programming-related education in Korea.

• Communications of Mathematical Education
• /
• v.35 no.2
• /
• pp.153-172
• /
• 2021

Various competencies such as critical thinking, systems thinking, problem solving competence, communication skill, and data literacy are likely to be required in the 4th industrial revolution. The competency regarding data literacy is one of those competencies. To nurture citizens who will live in the future, it is timely to consider research on teacher education for supporting teachers' development of statistical thinking as well as statistical knowledge. Therefore, in this study we developed and implemented a data analysis project for pre-service teachers to understand their changes in statistical knowledge in addition to their experiences of data-driven decision making process that required them utilizing their statistical thinking. We used a mixed method (i.e., sequential explanatory design) research to analyze the quantitative and qualitative data collected. The findings indicated that pre-service teachers have low knowledge level of their understanding on the relationship between population means and sample means, and estimation of the population mean and its interpretation. When it comes to the data-driven decision making process, we found that the pre-service teachers' experiences varied even when they worked as a small group for the project. We end this paper by presenting implications of the study for the fields of teacher education and statistics education.

• Education of Primary School Mathematics
• /
• v.1 no.2
• /
• pp.85-95
• /
• 1997

Recently, by the popularization of computers and the development of many kinds of information transmission software, the living pattern in business offices and in home-life have changed rapidly. Because of the great progression of today's science technology, the influence of social education on the children is larger than that of the traditional school.. By a rapid change in the social atmosphere, there are some people who insist the traditional school education system is of no use any more. There have been many calls for reform of traditional schooling and in particular there has been major rethinking of school mathematics. The initial demand for change in elementary school mathematics is because of the poor achievement of students. There are even more compelling reasons for change. For example today's science technology society requires a different mathematical literacy for its citizens than that of the past. The importance of problem-solving based on interest and progress is more important than just paper-pencil computation in elementary schools. And also the increasing information wave of today's society demands that the school accept the long-distance education which could not be imagined in the past. Taking account of this variety, school education in the future should willingly introduce and apply the open education system to keep pace with today's society. To accept society demands actively, today's schools are going to accept and apply the idea of the open education. In this viewpoint, the purpose of the paper is to analyze the causes of under-achievement in mathematics teaming, the directions of school mathematics education, the system of textbooks and the problems of teaching-learning programs and paper-pencil test.

• The Mathematical Education
• /
• v.62 no.2
• /
• pp.237-255
• /
• 2023

The objective of this study is to explore the meaning generated through discourse in three different types of 1st-grade middle school textbooks in Korea and CMP textbook in the United States, specifically focusing on histograms. Through a discursive perspective, the study aims to analyze the characteristics of questioning within the stages of statistical problem-solving found in histogram tasks. The findings highlight several significant points. Firstly, variations exist in the definitions of histograms between Korean and US CMP textbooks. Secondly, diverse discursive structures contribute to the interpretation and understanding of histograms in textbooks. Thirdly, limitations are observed in the stages of statistical problem-solving reflected in histogram tasks. Lastly, distinctions are identified in the types of questioning employed in histogram tasks between Korean and US CMP textbooks. Building on these insights, the study suggests concrete ideas for enhancing the process of defining histograms and refining the questioning in histogram tasks.

• The Mathematical Education
• /
• v.63 no.2
• /
• pp.209-231
• /
• 2024

The education sector is undergoing significant changes due to the Fourth Industrial Revolution and the advancement of artificial intelligence. Particularly, the importance of education based on artificial intelligence is being emphasized. Accordingly, the purpose of this study is to develop a statistics education program using deep learning prediction in high school mathematics and to examine the impact of such statistically problem-solvingcentered statistics education programs on high school students' statistical literacy and computational thinking. To achieve this goal, a statistics education program using deep learning prediction applicable to high school mathematics was developed. The analysis revealed that students' understanding of context improved through experiencing how data was generated and collected. Additionally, they enhanced their comprehension of data variability while exploring and analyzing various datasets. Moreover, they demonstrated the ability to critically analyze data during the process of validating its reliability. In order to analyze the impact of the statistics education program on high school students' computational thinking, a paired sample t-test was conducted, confirming a statistically significant difference in computational thinking between before and after classes (t=-11.657, p<0.001).