• East Asian mathematical journal
• /
• v.31 no.2
• /
• pp.189-210
• /
• 2015

Character means a person's nature and the mind and behavior to lead a desirable life personally and socially. Also character can be changed with education and environment. Therefore character education will be possible to do practice through various educational activities and life experiences in school. In other words, we think that students will get person's character required to lead a desirable life personally and socially beyond what they just learn knowledge and skill, enter the higher schools and succeed one's way. This study accepts merits of existing character education policy through subject(mathematics) education and focus on direction for character education through subject(mathematics) education for systematic and synthetic approach for practice of character education. For this, we will see applicability of the plan for character education in the whole subject education, in particular focusing on cases of character education in mathematics subject.

• Research in Mathematical Education
• /
• v.6 no.2
• /
• pp.123-133
• /
• 2002

The authors examined a college mathematics professor's change process in teaching practice by analyzing the teacher's reflective journal. Her change engaged cooperative learning method in a college Algebra course and was geared toward the reform-oriented methods. The change processes were revealed as a bumpy road that was full of struggles and challenges to both the teacher and students. The analysis also showed that a reflective journey needed a proper means and support system from a teacher's environment such as institution. This research clearly showed that brining a genuine change in teaching practice toward a broad educational goal was a combined effort among the participants of education.

• Communications of Mathematical Education
• /
• v.22 no.4
• /
• pp.445-457
• /
• 2008

Although both theory and experiment are very important parts in sciences, especially in mathematics, theory only seems to be very important. But the subject of numerical analysis needs both theory and practice in computer. In this paper, I provide some Matlab program codes and matrices which are used in good understanding OR methods in class.

• The Mathematical Education
• /
• v.42 no.4
• /
• pp.453-463
• /
• 2003

The main purpose of this paper is to develope elementary mathematics teaching-learning programs for pre-service elementary teachers. The elementary mathematics education program developed in this work is divided into two parts: One is the theory, the other is the practice. The theory deals with the foundations of mathematics, the objectives of mathematics education, the history of mathematics education in Korea, the psychology of mathematics learning, the theories of mathematics teaching and learning, and the methods of assessment. With respect to the practice, this study examines the background knowledge and activities of numbers and their operation, geometry, measurement, statistics and probability, pattern and function.

• Research in Mathematical Education
• /
• v.22 no.2
• /
• pp.135-152
• /
• 2019

This conceptual paper proposes a conceptualization regarding teacher candidates' experiences as learners during instructional activities implemented by teacher educators in practice-based teacher education programs. We argue that the current learning cycle framework for teacher candidates to engage in core teaching practices does not fully address teacher candidates' own learning experiences as learners. To provide a rationale for our proposal, we examine the current conceptualization of learning to enact core practices and suggest the need for integrating teacher candidates' experiences into the current conceptualization. We also draw on research on figured worlds as an effort to conceptualize teacher candidates' experiences coming from multiple figured world. We present some examples from our own mathematics methods courses to illustrate how this newly proposed framework can be used in practice and share remaining questions for future research.

• Journal of Educational Research in Mathematics
• /
• v.23 no.4
• /
• pp.449-466
• /
• 2013

Mathematical discussion has been highlighted so that what students do actually guides their learning of mathematics and mathematical practice. However, the work of leading mathematical discussions has not yet been specified in such a way that it can be adequately studied and taught to teachers. This study analyzes a teacher's lessons that show full engagement in leading discussions, and examines the work of leading mathematical discussions in elementary classrooms. It identifies and illustrates the central tasks of leading mathematical discussions with single case questions with five steps. This article argues several key issues in leading mathematical discussions: helping students engage in struggling with important mathematical ideas, treating mathematical connections in an explicit and public way to have coherent and structured discussions, and parsing the work of teaching at a grain size that is usable in educating teachers.

• Journal for History of Mathematics
• /
• v.17 no.2
• /
• pp.21-32
• /
• 2004

AHP is utilized in various fields since its mathematical theory is simple and it can be applied practically and easily. In this paper we study the mathematical foundations of the AHP. And we discuss that the AHP practices purpose of mathematical teaching. Also, we propose an alternative plan for teaching-learning of mathematics based on the discussion.

• Korean Journal of Organic Agriculture
• /
• v.26 no.2
• /
• pp.181-202
• /
• 2018

Most of eco-friendly agrifood processing enterprises in Korean rural area are small and medium-sized business. For this reason, it's hard for eco-friendly agrifood processing enterprises to neither analyze business performance for efficient business management nor establish their own business plan for rational decision-making. Therefore it's necessary to design effective mathematical programming model and to make practical application which can support rational management decision-making ensuring the stable business activity of eco-friendly agrifood processing enterprises. Accordingly this paper focuses on the designing and its application of multi-objective mathematical programming model using goal programming to support rational decision-making of eco-friendly agrifood processing enterprise. Hansalimanseongmachum Food Inc. which runs soy bean processing business making tofu based on regional-based soybean farms around Anseong City will be the specific case to apply multi-objective mathematical programming model in practice. And it will suggest measures to support rational management decision-making of other eco-friendly agrifood processing enterprises.

• Journal for History of Mathematics
• /
• v.26 no.4
• /
• pp.301-320
• /
• 2013

Although many people have recognized the importance of history of mathematics in mathematics education, there are few studies that history and mathematics educations are connected. In this paper, we present and discuss the ways of introducing the instruction with mathematics machines. This instruction use the history of mathematics as part of a class not as a tool to stimulate students' interest but as a goal that it can be targeted mathematical itself. To do this, we first analyze the characteristics of applying history of mathematics in mathematical education, second, describe the meaning and the educational value of mathematical machines, and finally explained the way of applying history of mathematics with mathematics machines. The Instruction of history of mathematics with mathematics machines has advantages that practice (manipulation and experiment) and theory (elaboration of definition, production of conjectures and constructions of proofs) are interlaced within a historic-cultural perspective.

• Research in Mathematical Education
• /
• v.16 no.4
• /
• pp.245-263
• /
• 2012

The Korean mathematical curriculum has been changed three times during the resent five years. It led to changes in textbook system. In the 2007 revised mathematics curriculum, workbook was developed focusing on student's self-oriented learning, effective practice in differentiated classroom, and mathematics problem solving considering individual difference. This paper examines the characteristics of the tasks and the way the tasks are organized in the textbooks and the workbook in accordance with the 2007 revised mathematics curriculum; comparing with the function section before and after the amendment. Researchers examine whether the textbook and workbook were accomplished the purpose with "cognitive expectation", "level of cognitive demand", "and "response types". Researchers revised framework of [Son, J. W. & Senk, S. (2010). How reform curricula in the USA and Korea present multiplication and division of fraction. Educ. Stud. Math 74(2), 117-142] to make them suitable for the function section at the seventh grade.