• Journal of Educational Research in Mathematics
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• v.14 no.3
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• pp.221-237
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• 2004

This research analyzed mathematical discourse of the students in an RME-based differential equations course at a university in order to investigate the social transformation of the students' conceptual model of differential equations. The analysis focused on the change in the students' use of conceptual metaphor for differential equations and pedagogical factors promoting the change. The analysis shows that discrete and quantitative conceptual model was prevalent in the beginning of the semester However, continuous and qualitative conceptual model emerged through the negotiation of mathematical meaning based on the inquiry of context problems. The participation in the project class has a positive impact on the extension of the students' conceptual model of differential equations and increases the fluency of the students' problem solving in differential equations. Moreover, this paper provides a discussion to identify the pedagogical factors Involved with the transformation of the students' conceptual model. The discussion highlights the sociocultural aspect of teaching and learning of mathematics and provides implications to improve teaching of mathematics in school.

• The Mathematical Education
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• v.45 no.3 s.114
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• pp.295-313
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• 2006

University teacher education programs have sought for ways of how to improve student teaching in order to supply mathematics teachers with practical theory to achieve the goals of the current educational reform in school mathematics. In this context, the purpose of this research is to investigate the effect of student teachers' teaching experience in the after-school mathematics programs and the ways of how to develop the after-school learning programs as an effective site for learning to teach based on the inquiry into student teachers' own teaching experience. For the purpose, data were collected through the interviews with the student teachers who had taught after-school mathematics class. In addition, data were collected through survey, class observation, and seminal meetings with the student teachers in order to supplement the findings from the interview analysis. Data analysis focused on the student teachers' experience with teaching in after-school mathematics classes, that is, what and how they had learned as teachers, what kinds of difficulties they encountered in their teaching and supports that they expect to improve their learning through teaching. The analysis shows that the teaching experience in the after-school programs had positively contributed to their development as future mathematics teachers. Specifically, the after-school programs provide the site for learning through teaching at the early stage of teacher education program. The after-school programs provided the students teachers for the opportunity to participate peripherally in educational practice of school. Through the participation, the student teachers developed positive attitudes toward teaching career and became to have more solid ideas about how to teach mathematics. Based on the analysis, this research provides following suggestions concerning how to improve student teaching. First, it is necessary to provide student teachers to participate into the practice of teaching at the early stage of teacher education programs. Second, it is important to give students teacher opportunity to participate in teaching at peripheral and legitimate positions. Finally, it is necessary to construct mentoring networks to support student teachers to move from a peripheral position toward a center of teaching practice.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.525-541
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• 2010

The purpose of this thesis is to investigate the effects of the topics in basic mathematics on academic achievement in order to improve the problem-solving abilities of low achievement students in university general mathematics. This program has been conducted from P University as a part of Education Capacity Enhancing Project. The goals of this program are to make students who have fear to mathematics feel confident for mathematics, and make easier to study general mathematics and major field without any difficulties for the students. The topics in basic mathematics was enforced with solving problem based on comprehension of the basic concept and computer-based learning. The classes were organized as Algebra-Geometry, Calculus, and General mathematics class by students' applications for classes and basic academic ability. As a result, the topics in basic mathematics has been evaluated as positive way to effect satisfaction and learning effect for the students who have low-level in basic academic ability. And also, according to the survey, the result shows that assignment through Webwork system and Mathematica program practice are helpful for learning basic mathematics. But several measures are asked for participation in the class and prevention for quitter of participants.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.439-464
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• 2020

This study conducted a systematic review of mathematics teacher learning communities, especially the characteristics of teacher collaboration in community activities. Our review includes 14 research papers published in national academic journals indexed in KCI and 24 research papers in international academic journals indexed in SSCI from 2003 to 2019. Results show that the literature varied in research design, research topics, and patterns relating to teacher collaboration. While both international and national papers report teacher community activities concerning the organization, management, and participation, there were different levels of involvement, visions, and activities across the communities of practice. For example, research in national journals has presented teacher community as professional development while papers in international journals have focused on documenting teacher community becoming a reflective community of practice. This study contributes to understanding the interplay of context, conflicting epistemic culture, and professional agency in fostering collaboration in teacher communities. This paper also discusses relevant research methods to investigate mathematics teacher communities and insights into the policy and practice of mathematics teacher education.

• The Mathematical Education
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• v.61 no.1
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• pp.83-108
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• 2022

This research is a case study in which teachers tried to improve classes through online class analysis and self-evaluation in elementary school mathematics classes using a checklist of class reflection based on fair access, autonomy, initiative, and evaluation areas in the TRU analysis framework of Schoenfeld (2016). As a result, it was confirmed that the teacher's fair participation, student autonomy, initiative, feedback, and evaluation areas improved teaching methods during the short time. Therefore, if you want to improve classes in relatively short period of time, you can see the effect of some improvement only by self-evaluation. However, continuous improvement of teaching methods require the help of a teacher communities including experts or critical colleagues, and a longer-term case study.

• The Mathematical Education
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• v.61 no.2
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• pp.221-237
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• 2022

This study investigated teachers' decision-making and related factors in the elementary textbook adoption process. Our participants include 296 elementary teachers who took part in the mathematics textbook (grades 3 and 4) adoption committees in his/her schools. Our study used the decision-making model of Shavelson and Stern (1981) for analyzing teacher beliefs and attitudes concerning choices and priorities, judgments, evaluation methods, and key factors to reviewing and selecting a mathematics textbook. Our discussion includes teacher beliefs and intentions and the way they come into conflict with determinant factors that influence the decision-making of textbook adoption. Findings also reveal the unique nature of elementary school teaching as generalists in contrast with secondary teachers as specialists, playing a significant role in the adoption process. Lastly, the study discusses the entanglements of textbook reform and explains the discrepancy between textbook authorization/approval policies versus the plight of little change (and innovation) in mathematics textbooks.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.295-326
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• 2006

Despite the importance of mathematics education, many students in high school have lost their interests and felt difficulties and they don't have 'mathematical' experience with meanings attached because of the entrance examination. This paper attempted to resolve these problems and find the teaching-method with which students can study by themselves with more confidence. Nowadays students' use of Internet is very popular. After develop 'the development of mathematical power' program based on mathematics history, history, science, the application of problems in real world, and self-evaluation, I made students repeat them after making teaching lessons in classroom as moving pictures. Through this processes, I attempted to develop the Self-Directed Learning' ability by making public education substantial. First of all I analyzed the actual conditions on 'Self-Directed Learning' ability in mathematics subject, the conditions of seeing and hearing in Internet learning program, and students' and their parents' interests in Internet education. By analyzing the records, I observed the significance of the introducing mathematics history in mathematics subject in early stager, cooperative-learning, leveled-learning, self-directed learning, and Internet learning. Actually in aspect of applying 'the development of mathematical power' program, at first I made up the educational conditions to fix the program, collected the teaching materials, established the system of teaching-learning model, developed materials for the learning applying Internet mail and instruments of classroom, and carried out instruction to establish and practice mathematics learning plan. Then I applied the teaching-learning model of leveled cooperation and presentation loaming and at the same time constructed and used the leveled learning materials of complementary, average, and advanced process and instructed to watch teaching moving pictures through Internet mail and in the classroom. After that I observed how effective this program was through the interest arid attitude toward mathematics subject, learning accomplishment, and the change of self-directed learning. Finally, I wrote the conclusion and suggestion on the preparation of conditions fur the students' voluntary participation in mathematics learning and the project and application on 'the development of mathematical power' program and repeated learning with the materials of moving pictures in classroom.

• Journal of Nuclear Fuel Cycle and Waste Technology(JNFCWT)
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• v.5 no.4
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• pp.323-338
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• 2007

For the assessment of the performance and safety of a deep underground radioactive repository system, the thermal, hydraulic, mechanical, and chemical behaviors and their coupling should be studied. In order to analyze the THMC coupling behavior more effectively, which requires complex mathematical models and modelling techniques, DECOVALEX international cooperation project was launched in 1992. Since its beginning, four major stages of the project were successfully completed and THMC modelling techniques for various conditions could be developed. In this study, the current status and major achievements from the project were reviewed and possible benefits of the participation to the project were discussed.

• The Transactions of The Korean Institute of Electrical Engineers
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• v.58 no.3
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• pp.455-461
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• 2009

This paper proposes Direct Load Control(DLC) operation scheme using a bidding system and the methodology to value proper quantity decided by the DLC program, which is a kind of resources for stabilization of electricity market price during peak times by managing consumer electricity demand. Since DLC program in Korea is based on the contract with the customers participating in this program, it is difficult to anticipate voluntary participation. That is, incentive for participants in DLC program is insufficient. To cope with this point, it is necessary to develop a new market mechanism and market compatible operation scheme for DLC programs. DLC market mechanism is deemed to be equipped with iterative bidding system, independent operation from energy market, and interactive with bidding information on energy market. With this market mechanism, it is important to find the optimal operation point of DLC allowing for the factors of stabilizing the electricity market price and compensating DLC implementation. This paper focuses on the mathematical approaches for the bid-based DLC operation scheme and examines several scenarios for the following technical justifications: 1) stabilization of electricity market price during peak times, 2) elasticity of demand.

• Education of Primary School Mathematics
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• v.13 no.2
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• pp.67-84
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• 2010

The purpose of the research is to assure the effect of learner-centered instruction driven from the constructivism. The school in participation of the research is one of them called "achievement increase intensive school". Quasi-experimental design is applied for the research. Some conclusions were drawn from the research. Experimental group' achievements of both "learned contents" and "none learned contents" were more superior than ones gained from comparative group with statistically significant difference. The results implied that learner-centered instruction is effective for students who have low achievements from standards tests.