• Journal for History of Mathematics
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• v.30 no.2
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• pp.121-133
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• 2017

In the present study, we investigate and compare the International Mathematical Olympiad participation histories of Korea, China, and Japan. Especially, the processes for the first participation of the IMO, trends in team rankings of the IMO, and national team selection systems and education systems are compared. And we investigate and compare the policies for the talented girls mathematics Olympians. Several proposals are suggested for development of Korean Mathematical Olympiad and participations to IMO.

• The Mathematical Education
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• v.55 no.4
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• pp.397-416
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• 2016

This study analyzed the quality of mathematics classes with observations using the instrument, MQI(Mathematical Quality of Instruction). Class recordings and interviews were conducted on 2 pre-service teachers and 4 in-service teachers. This study recorded and analyzed 3 or 4 classes for each mathematics teacher by using revised MQI. There were a total of 8 raters: 2 or 3 raters analyzed each class. MQI has four dimensions: Richness of the Mathematics, Working with Students and Mathematic, Errors and Imprecision, Student Participation in Meaning-Making and Reasoning. In the dimension of 'Richness of Mathematics', all teachers had good scores of 'explanations of teacher' but had lower scores of 'linking and connections', 'multiple procedures or solution methods' and 'developing mathematical generalizations.' In the dimension of 'Working with Students and Mathematics', two in-service teachers who have worked and having more experience had higher scores than others. In the dimension of 'Errors and Imprecision', all teachers had high scores. In the dimension of 'Student Participation in Meaning-Making and Reasoning', two pre-service teachers had contrast and also two in-service teachers who hadn't worked not long had contrast. Implications were deducted from finding to improving quality of mathematics classes.

• School Mathematics
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• v.17 no.2
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• pp.355-376
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• 2015

This study aims to inspect the effect of the yungbokhap education on the development of students' mathematical competence by analyzing students' mathematical discourse in math-based yungbokhap instruction designed by Moon(2014). Specifically, this research focused on the analysis of students' participation structure. The reuslts shows that the students' competence for mathematical communication and inquiry has been improved through the instruction. In particular, the students were increasingly engaged with consensual talk. Also, in the beginning stage, the students tended to unconditionally criticize for others' mathematical opinion. Through the class participation, they gradually developed the competence to express their mathematical ideas to their peers with reasonable mathematical bases. These results suggests that the mathematics-based yungbokhap instruction has positively contributed to the improvement of students' mathematical competence. Based on the results, this paper presented implications for mathematics-based yungbokhap instrcution.

• Education of Primary School Mathematics
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• v.8 no.2 s.16
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• pp.69-96
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• 2004

The purpose of this study is to understand teaching and learning mathematics in elementary school classroom by considering mathematics as a kind of social practices and mathematics classroom as a kind of community of practice. The research questions of this study are as followings: 1) Which kinds of lesson organization reveal? 2) Which kinds of social participation structure reveal? 3) Which processes of making meaning reveal? This study was based on ethnomethodology. It was executed participation observations, interviews and surveys with teacher and 5 graders to collect the data related to the social practices formed their classroom. The social practices of mathematics classroom was analyzed from three aspects such as lesson organization, social participation structure and making meaning. The results from which we analyzed the social practices of the mathematics classroom are as followings. From the aspect of lessons organization, the teacher had a lot of power and authorities in the classroom and used them to elicitate students' responses. From the aspect of social participation structure, five SPSs(social participation structures) which revealed in Jo(1997)'s economics classrooms, were shown in this mathematics classroom, but there were a difference to the situations or frequencies which the SPSs appeared. From the aspect of making meaning, it was common that meanings are formed by the explanation of the teacher, but the teacher didn't deliver the mathematical meanings directly. She tried to interact with students to arrive shared meanings.

• Human Ecology Research
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• v.53 no.3
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• pp.229-239
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• 2015

This study investigated the effect of home environment quality and fathers' parenting participation on school readiness of preschool children. The subjects were 101 5-years old children, mothers and teachers at child care centers located in the Gyeonggi area. Home environment quality was measured using a 'Korean Home Environment' questionnaire. Parenting participation by fathers was measured by 'Scale for Productive Roles of Fathers of Children in Their Early Childhood.' Lastly, the children's school readiness measured the 'School Readiness Inventory.' Collected data were analyzed using t-test, correlation analysis, and hierarchical multiple regression. The results of the study showed that the school readiness of preschool children differed by gender. The score of girls' school readiness was higher than boys' school readiness. Such difference was apparent in the school readiness areas of general knowledge, mathematical knowledge, and adjustment. There was a positive correlation between age and the school readiness of preschool children. An increase in children's age also increased school readiness in the areas of linguistic knowledge, mathematical knowledge, and adjustment. Home environment quality and fathers' parenting participation directly influenced the school readiness of preschool children. The pattern of the results suggests that a desirable home environment and fathers' contribution in the family for children are critical components to prepare preschool children for elementary school.

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.395-418
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• 2007

The purpose of this study was to analyze the influence of mathematical tasks on mathematical communication. Mathematical tasks were classified into four different levels according to cognitive demands, such as memorization, procedure, concept, and exploration. For this study, 24 students were selected from the 5th grade of an elementary school located in Seoul. They were randomly assigned into six groups to control the effects of extraneous variables on the main study. Mathematical tasks for this study were developed on the basis of cognitive demands and then two different tasks were randomly assigned to each group. Before the experiment began, students were trained for effective communication for two months. All the procedures of students' learning were videotaped and transcripted. Both quantitative and qualitative methods were applied to analyze the data. The findings of this study point out that the levels of mathematical tasks were positively correlated to students' participation in mathematical communication, meaning that tasks with higher cognitive demands tend to promote students' active participation in communication with inquiry-based questions. Secondly, the result of this study indicated that the level of students' mathematical justification was influenced by mathematical tasks. That is, the forms of justification changed toward mathematical logic from authorities such as textbooks or teachers according to the levels of tasks. Thirdly, it found out that tasks with higher cognitive demands promoted various negotiation processes. The results of this study implies that cognitively complex tasks should be offered in the classroom to promote students' active mathematical communication, various mathematical tasks and the diverse teaching models should be developed, and teacher education should be enhanced to improve teachers' awareness of mathematical tasks.

• Communications of Mathematical Education
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• v.30 no.3
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• pp.375-392
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• 2016

The purpose of this study is to provide a philosophical reflection on mathematical process consistently emphasized in our curriculum and to stress the importance of sharing creativity and its applicability to the mathematical process with the value of sharing and participation. For this purpose, we describe five stages of changing process in a peer mentoring teaching method conducted by a teacher who taught this method for 17 years with the goal of sharing creativity and examine components of mathematical process and their impact on it in each stage based on learning environment, learning process, and assessment. Results suggest that six principles should be underlined and considered for students to be actively involved in mathematical process. After analyzing changes in the five stages of the peer mentoring teaching method, the five principles scrutinized in mathematical process are the principles of continuous interactivity, contextual dependence, bidirectional development, teacher capability, and student participation. On the basis of these five principles, the principle of cooperative creativity is extracted from effective changes of mathematical process as a guiding force.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.9-33
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• 2004

The purpose of this paper is to contribute to the dialogue about the notion of advanced mathematical thinking by offering an alternative characterization for this idea, namely advancing mathematical activity. We use the term advancing (versus advanced) because we emphasize the progression and evolution of students' reasoning in relation to their previous activity. We also use the term activity, rather than thinking. This shift in language reflects our characterization of progression in mathematical thinking as acts of participation in a variety of different socially or culturally situated mathematical practices. We emphasize for these practices the changing nature of student' mathematical activity and frame the process of progression in terms of multiple layers of horizontal and vertical mathematizing.

• Journal for History of Mathematics
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• v.28 no.5
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• pp.279-297
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• 2015

In the present study, we review the history of the participations of the Korean national team in the International Mathematical Olympiad for 28 years. We identifiy three major events that highlighted the development of the Korean Mathematical Olympiad program: The first participation in the International Mathematical Olympiad, hosting of the International Mathematical Olympiad, and winning the first place in the International Mathematical Olympiad. We also propose some recommendations for next steps to facilitate the development of Mathematical Olympiad in Korea.

• The Mathematical Education
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• v.57 no.3
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• pp.271-287
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• 2018

This is a case study that defined collaborative utterances and analyzed how they appear in the problem-solving process when 5th-grade students solved problems in groups. As a result, collaborative utterances consist of an interchange type and a deliver type and the interchange type is comprised of two process: the verification process and the modification process. Also, in groups where interchange type collaborative utterances were generated actively and students could reach an agreement easily, students applied the teacher's help to their problem-solving process right after it was provided and could solve problems even though they had some mathematics errors. In interchange-type collaborative utterances, each student's participation varies with their individual achievement. In deliver-type collaborative utterances, students who solved problems by themselves participated dominantly. The conclusions of this paper are as follows. First, interchange-type collaborative utterances fostered students' active participation and accelerated students' arguments. Second, interchange-type collaborative utterances positively influenced the problem-solving process and it is necessary to provide problems that consider students' achievement in each group. Third, groups should be comprised of students whose individual achievements are similar because students' participation in collaborative utterances varies with their achievement.