• Communications of Mathematical Education
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• v.23 no.3
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• pp.785-801
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• 2009

The education of mathematics is comprised of formal thoughts so students lose interest and they don't have a chance to have a liberal mind. To solve this problem, recently, the flow of mathematic education is changing from formal mathematics to experimental mathematics, which focuses on student's activity and experience. Experimental mathematics can improve student's interest and participation. This study is about teaching methods of trigonometric functions through experimental mathematics measuring height and width of buildings. For measuring height of buildings we use clinometer and for measuring width of buildings we developed a mathematical tool with which we can measure angle for width of buildings. Through this activity, students obtained an interest in mathematics and they gained a positive attitude for the lesson. If we use this experimental mathematics method in high school, it's possible to reduce fears of mathematics and to increase an interest for mathematics.

• The Mathematical Education
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• v.40 no.2
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• pp.195-215
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• 2001

The purpose of this paper is to present a specific set of home teaching methods in hopes to prevent slow learner of the elementary mathematics. This paper deals with the number and operations, one of five topics in the elementary mathematics A survey of two hundred elementary school teachers was made to see the teacher's opinions of the role of home studying and to concretize the contents of the research topics. There were asked which is the most essential contents for the concrete loaming and which is the most difficult monad that might cause slow leaner. And those were found to be; counting, and arithmetic operations(addition and subtraction) of one or two-digit numbers and multiplication and their concepts representations and operations(addition and subtraction) of fractions. The home teaching methods are based on the situated learning about problem solving in real life situations and on the active teaming which induces children's participation in the process of teaching and learning. Those activities in teaching each contents are designed to deal with real objects and situations. Most teaching methods are presented in the order of school curriculum. To teach the concepts of numbers and the place value, useful activities using manipulative materials (Base ten blocks, Unifix, etc.) or real objects are also proposed. Natural number's operations such as addition, subtraction and multiplication are subdivided into small steps depending upon current curriculum, then for understanding of operational meaning and generalization, games and activities related to the calculation of changes are suggested. For fractions, this paper suggest 10 learning steps, say equivalent partition, fractional pattern, fractional size, relationship between the mixed fractions and the improper fraction, identifying fractions on the number line, 1 as a unit, discrete view point of fractions, comparison of fractional sizes, addition and subtraction, quantitative concepts. This research basically centers on the informal activities of kids under the real-life situation because such experiences are believed to be useful to prevent slow learner. All activities and learnings in this paper assume children's active participation and we believe that such active and informal learning would be more effective for learning transfer and generalization.

• Communications of Mathematical Education
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• v.33 no.2
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• pp.47-66
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• 2019

The purpose of this study is followings. First, we develop and apply teaching and learning methods for conducting team projects in flipped calculus class. Second we collect data such as team reports, individual reviews, and surveys during class activities. Third we survey the impacts on participation in student team activities, advanced studying, communication and collaboration. A total of 120 engineering and science majoring students participated in the 16-week long class study administered in team project learning styles in Spring 2018. There were two characteristics of this class. First students studied concepts and examples with video in pre-class and did the team project learning in the classroom. Second we used Google Drive to record team project progress, and to make sure the instructor to intervene appropriately in team activities. We conducted a team project inside and outside the classroom. This could lead the instructor to advise students and so their participation in team activity increased. As a result, it not only had a good effect on communication and cooperation, but also had an effect on advanced learning.

• Education of Primary School Mathematics
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• v.23 no.4
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• pp.207-227
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• 2020

The demand for private education in Korea is steadily increasing every year, and the participation rate of private education is increasing as the grade goes down. In order to empirically verify the effectiveness of private education, it is necessary to analyze through longitudinal data that has been mainly investigated over a long period of time. This study investigated the longitudinal changes in mathematics academic achievement and participation time in mathematics private education using longitudinal data from 2013 (4th grade in elementary school) to 2017 (2nd grade in middle school) of the Seoul Education Longitudinal Study. The students were divided into groups in which mathematics academic achievement changed similarly as the grade went up, and the effect of mathematics academic achievement was examined according to the change of participation time in private mathematics education for each group. As a result of the study, it was found that the participation time of private math education of all students continuously increased from the 5th grade of elementary school to the 2nd grade of middle school, and the participation time of private math education by group was different. In addition, the effect of private tutoring by group was different according to the group.

• Journal of Elementary Mathematics Education in Korea
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• v.11 no.2
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• pp.137-160
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• 2007

Within the field of mathematics education there is an active movement which attempts to apply more beneficial learning activities, like mathematical writing activities, for the students. In this context, the current study attempts to identify elementary school students' cognitive and affective aspects as they participate in a novel writing activity, the 'mathematical fairy tale.' Some positive outcomes from the mathematical fairy tale writing activities were as follows: First, from these mathematical writing activities, students began to reconstruct and adapt the mathematical contents they've learned through their reflective thinking. Second, while the mathematical fairy tale writing activities were going on, the communication of mathematics was greatly animated between the students, and they could get the restudying chance about they've learned. Third, from these mathematical writing activities, many of students became discover the practical using case of the mathematical contents they've learned and they perceived the necessity of the mathematics learning. Forth, from these mathematical writing activities, most of students felt the delights of the mathematics learning and the achievement, so they indicated that their attitude for the mathematics course was changed positively. Lastly, students began to concentrate on their mathematics learning through participation in mathematical fairy tale writing activities of their own accord.

• The Mathematical Education
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• v.56 no.1
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• pp.41-62
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• 2017

The purpose of this study is to propose the possibility of integrating creativity and character education and its need in mathematics education by developing and validating a testing tool assessing students' perceptions of mathematical creativity and character. For this purpose, we developed sixty questions in total to extract factors of mathematical creativity and character based on a literature review. Then, questionnaire data were collected for 1258 middle school students. After the collected data were randomly divided into two (n1=615, n2=643), the first group of data was used for exploratory factor analysis and the second one was employed for confirmatory factor analysis. As a result, 45 problems showing nine factors were extracted. The cognitive components of creativity includes divergent thinking, convergent thinking, imagination/visualization, and reasoning, whereas its affective components are interest, motivation, and openness. The character components contain participation, communication, responsibility, and promise. In addition, it is concluded that the developed testing tool, in which character in the model of this study impacts creativity meaningfully, has a measurement consistency which is not affected by gender and grade differences. These results have implications for a guide to curriculum development promoting creativity and character at school by showing objective and practical foundations of helping how to integrate creativity and character education.

• Communications of Mathematical Education
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• v.35 no.1
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• pp.37-74
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• 2021

In this study, the student participation-centered class, which takes students' mathematical thinking as an important issues of the class, is named as student thinking-based math class. The main characteristics of student thinking-based mathematics classes were examined in terms of tasks, students engagement, and the role of teachers. According to the results of analysis of class cases practiced by five secondary mathematics teachers, student thinking-based mathematics classes were conducted in the intersection of the rich mathematics tasks, students' cognitive and social engagement, and the role of teachers' formative facilitator. The results of this study showed that the student's thinking is more important than the activity itself. And it is meaningful in that it examines the influence of the dynamic interaction of the three components of the mathematics class on the direction and outcome of the class.

• The Mathematical Education
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• v.60 no.2
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• pp.133-157
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• 2021

Ill-structured problems have drawn attention in that they can enhance problem-solving skills, which are essential in future societies. The purpose of this study is to analyze and evaluate students' spatial reasoning(Intrinsic-Static, Intrinsic-Dynamic, Extrinsic-Static, and Extrinsic-Dynamic reasoning) and problem solving abilities(understanding problems and exploring strategies, executing plans and reflecting, collaborative problem-solving, mathematical modeling) that appear in ill-structured problem-solving. To solve the research questions, two ill-structured problems based on the geometry domain were created and 11 lessons were given. The results are as follows. First, spatial reasoning ability of sixth-graders was mainly distributed at the mid-upper level. Students solved the extrinsic reasoning activities more easily than the intrinsic reasoning activities. Also, more analytical and higher level of spatial reasoning are shown when students applied functions of other mathematical domains, such as computation and measurement. This shows that geometric learning with high connectivity is valuable. Second, the 'problem-solving ability' was mainly distributed at the median level. A number of errors were found in the strategy exploration and the reflection processes. Also, students exchanged there opinion well, but the decision making was not. There were differences in participation and quality of interaction depending on the face-to-face and web-based environment. Furthermore, mathematical modeling element was generally performed successfully.

• Journal of People, Plants, and Environment
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• v.23 no.3
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• pp.321-332
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• 2020

Background and objective: The concept of 'money' in the numbers and operations domain is a fundamentally necessary domain of economic life. This study was conducted to examine the effects of a horticulture-mathematics integration program on mathematical attitude and money calculating ability of high school students with intellectual disabilities. Methods: We analyzed the changes in the mathematical attitude and money calculating ability of students with mild intellectual disabilities in S special school in the city of D, Republic of Korea, with 12 students in the control group and 12 students in the experimental group, from August 27 to October 29, 2019. Results: The results of the comparison showed no statistically significant changes in the three items of mathematical attitude for the control group, while the experimental group, which took part in the horticulture-mathematics integration program, showed statistically significant differences across all three items, such as self-concept about the subject (p = .003), attitude toward the subject (p = .004), and study habit related to the subject (p = .012). The horticulture-mathematics integration program, which was developed by integrating horticultural activities and the mathematics curriculum, used plants and horticultural activities to provide students with positive experiences in mathematics. These included the sense of closeness, curiosity, interest, attention, and enjoyment, leading to positive changes in mathematical attitude. In terms of money calculating ability, both the control group and experimental group showed statistical differences across the three items, but the experimental group showed greater degrees of increase, 15.0 or more, in the scores compared to the control group. Conclusion: These results suggest that utilizing horticultural materials as a part of purchase learning programs with elements of money calculation chapters in the mathematics curriculum could lead to the improvement of students' ability in money calculation. These positive changes are thought to be related to the high degrees of interest in horticulture among students, which led to active participation in the program and enabled the simple and repeated purchase activities in the program to generate positive changes in the money calculation ability of the students.

• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.1-17
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• 2003

In this paper, we study the methods of improving an ability of a creative solving mathematical problem belonging to an educational system which every province office of education has adopted for the mathematically talented students. Especially, we give an attention on a preferential reaction in teaching styles according to student's LQ., the relationship between student's LQ. and an ability of creative solving mathematical problems, and seeking for an appropriative teaching methods of the improvement ability of a creative solving problem. As results, we have the followings; 1. The group having excellent students who have a higher intelligential ability prefers inquiry learning which is composed of several sub-groups to a teacher-centered instruction. 2. The correlation coefficient between student's LQ. and an ability creative solving of mathematical is not high. 3. Although the contents and the model of thematic inquiry learning don't have a great influence on the divergent thinking (ex. fluency, flexibility, originality), they affect greatly the convergent thinking - a creative mathematical - problem solving ability. Accordingly, our results show that we should use a variety of mathematical teaching materials apart from our regular textbooks used in schools to improve a creative mathematical problem solving ability in the process of thematic inquiry learning. Also we can see that an inquiry learning which stimulates student's participation and discussion can be a desirable model in the thematic mathematical classroom activities.