• Title/Summary/Keyword: mathematical problem solving

Search Result 141, Processing Time 0.067 seconds

A Study on KSAT for Assessing Statistical Literacy by a Comparative Analysis with SAT (대학수학능력시험에서 통계적 소양 평가의 가능성 모색 - SAT 통계 문항과의 비교를 중심으로)

  • Lee, Jeong-Moo;You, Jin Su;Lee, Jeong Ah;Lee, Kyeong-Hwa
    • Journal of Educational Research in Mathematics
    • /
    • v.26 no.3
    • /
    • pp.527-542
    • /
    • 2016
  • In the mathematics curriculum that was revised in 2009, statistical literacy is explicitly addressed as a goal and specific objectives are included. However, statistical literacy has not been addressed in the studies on KSAT. This study aimed to draw implications on how to improve KSAT in a sense that statistical literacy could be evaluated instead of testing typical facts or skills by comparing KSAT with SAT. We used mathematical problem solving process and category of context of PISA framework (OECD, 2013) to administer the comparison of KSAT and SAT. Result shows that both KSAT and SAT use various context, but items in KSAT is limited in assessing critical understanding. We suggested several ways to develop context-based items for KSAT in which statistical literacy could be assessed.

A Study on the Application of Calculation Method According to the Standard of Elementary School in Elementary School (초등학교 수학과 성취기준에 따른 계산기의 활용 방안)

  • Ahn, Byounggon
    • School Mathematics
    • /
    • v.19 no.4
    • /
    • pp.713-729
    • /
    • 2017
  • It is the 6th curriculum that first officially mentioned the use of calculators in elementary mathematics education in Korea. Since then, the curriculum has been more widely used than in the beginning. However, in actual textbooks, it is still not enough to see the utilization situation, and guidance in this textbook is very scarce. In particular, there is no relevant study that meets the standards of achievement of the curriculum. The purpose of this study is to investigate the contents of the research on the use of the calculator in the course of the curriculum change after the 6th curriculum, and to present the complex calculation, mathematical concept, mathematical principles and rules, mathematical problem solving. In addition, the course is presented in the textbooks that are appropriate for the achievement criteria and the application process for each topic.

A Study on Learning Activities for Mathematics using Problem Posing Method through Brainwriting (Brainwriting 기법을 활용한 문제제기 수학학습 활동에 관한 연구)

  • Yoon, Duk-Koon;Ryu, Shi-Kyu
    • Communications of Mathematical Education
    • /
    • v.24 no.1
    • /
    • pp.67-106
    • /
    • 2010
  • This paper tries to analyze how effective the problem posing method through Brainwriting can be on mathematical problem solving and creativity as a way to seek a new pedagogy to enhance student problem solving levels and creativity in mathematics. The findings of the study can be summarized as follows: First, the Brainwriting problem posing method improved students' abilities to alter problems, suggest new problems from multi-perspectives, and solve them. All procedures for such were obtained through discussions among group members. Second, the Brainwriting problem posing method resulted in positive effects on fluency and originality among components of creativity, but not on flexibility. That is, studying mathematics with this method helped students develop creativity levels not in terms of flexibility but of fluency and originality. Third, the interest rate in mathematics learning rose for those who studied mathematics by adopting the Brainwriting problem posing method. Finally, this study caused the Brainwriting problem posing method to be more deeply understood and appreciated from a new perspective.

Effects of a Peer Tutoring Method on Mathematical Problem Solving and Class Satisfaction (또래교수법이 수학 문제해결과 수업 만족도에 미치는 영향)

  • Cha, Ji-Hye;Choi, Sang-Ho;Kim, Dong-Joong
    • Journal of the Korean School Mathematics Society
    • /
    • v.18 no.2
    • /
    • pp.203-221
    • /
    • 2015
  • The purpose of this study is to analyze how a peer mentoring method affects students' problem solving abilities and class satisfaction in the context of high school quadratic curves and provide implications for teaching and learning mathematics. For this study, seventy six 11th graders in the natural sciences track participated in the peer mentoring method. After finishing the teaching method, Problem Solving Abilities Questionnaire was collected for analysis of pre-test/post-test experiments and Class Satisfaction Questionnaire was also gathered. The results show that the mentoring method positively impacts on participants' problem solving abilities and class satisfaction because its comfortable learning environments, individualized learning contents, and unconstrained learning processes motivate them through ways to improve their communication. According to the results, it is to address practical implications applied in teaching quadratic curves in high school with the value and importance of mentoring methods.

Study on the Standards for Mathematical Practice of Common Core State Standards for Mathematics (미국의 수학교육과정 규준 CCSSM의 수학적 실천에 대한 고찰)

  • Chang, Hye Won
    • Journal of Educational Research in Mathematics
    • /
    • v.22 no.4
    • /
    • pp.557-580
    • /
    • 2012
  • Common Core State Standards for Mathematics(CCSSM) is a blueprint for school mathematics in 2010s of the United States. CCSSM can be divided into two major parts, the standards for mathematical content and the standards for mathematical practice. This study focused on the latter. Mathematical practice comes from the mathematical process in 'Principles and standards for school mathematics(NCTM, 2000)' as well as the mathematical proficiency in 'Adding it up(NRC, 2001)'. It is composed of eight standards which mathematically proficient students are expected to do. From Korean perspective, it can also be comparable with the mathematical process which contains mathematical problem solving, mathematical reasoning, and mathematical communication and was provided by the 2009 revised national curriculum for mathematics in Korea. However, few focused the standards for mathematical practice among the studies related to CCSSM in Korea. Moreover, there is a study that even ignores the existence of the standards for mathematical practice itself. This study aims to understand the standards for mathematical practice through analysing the document of CCSSM and its successive materials for implementing the CCSSM. This understanding will help effective implementation of the mathematical process in Korea.

  • PDF

On the Attractive Teaching Methods of Mathematics for High School students in Island's region (도서지역 고등학생을 위한 흥미로운 수학지도 방안)

  • Park, Hyung-Bin;Lee, Heon-Soo
    • Journal of the Korean School Mathematics Society
    • /
    • v.8 no.4
    • /
    • pp.481-494
    • /
    • 2005
  • In this study, the goal is to spread profound knowledge and theory through providing with accumulated methods in mathematics education to the students who are relatively neglected in educational benefits. The process is divided into 3 categories: mathematics for obtaining common sense and intelligence, practical math for application, and math as a liberal art to elevate their characters. Furthermore, it includes the reasons for studying math, improving problem-solving skills, machinery application learning, introduction to code(cipher) theory and game theory, utilizing GSP to geometry learning, and mathematical relations to sports and art. Based on these materials, the next step(goal) is to train graduate students to conduct researches in teaching according to the teaching plan, as well as developing interesting and effective teaching plan for the remote high school learners.

  • PDF

Educational Effects of Pre-service Mathematics Teacher's Teaching Experiment on Problem Solving Process (예비수학교사의 문제해결 지도 실행의 교육적 효과)

  • Kim, Nam-Hee
    • Journal of the Korean School Mathematics Society
    • /
    • v.11 no.2
    • /
    • pp.159-175
    • /
    • 2008
  • The purpose of this study is to investigate the educational effects of pre-service mathematics teacher's teaching experiment on problem solving process and to give some suggestions in teacher training curriculum. The central theoretical background of this study is Palya's mathematical problem solving theory. In this study, we selected 21 pre-service mathematics teachers as research subject. And we conducted classroom activity that is constructing their problem-solving teaching design. We collected research data as observation materials, documents, video-service records etc. From these research data, we analysed that pre-service mathematics teacher's teaching experiment on problem solving process showed many significant educational effects. Therefore, we proposed that we need to serve many opportunities of teaching experiment on problem solving process to pre-service mathematics teacher in teacher training curriculum.

  • PDF

A Study on the History of Intuition Research and its Mathematics Educational Implication (직관에 관한 연구 역사와 수학교육적 의미 고찰)

  • Lee, Dae-Hyun
    • Journal of the Korean School Mathematics Society
    • /
    • v.11 no.3
    • /
    • pp.363-376
    • /
    • 2008
  • This study is to understand intuition that is the tool of invention and the one factor of the creative thinking in mathematical education. For this, I examine the nature of intuition and the history of research about intuition. And I study the result of research about intuition in cognitive psychological perspectives. This study brings to a focus in informational processing model. Informational processing model is similar to the mathematical problem solving process that is expressed linear process. Recently, parallel distributed processing models try to understand the nature of intuition. But any models cannot adequately explain the nature and the phenomena of illumination of intuition. Some scholars try to examine the intuition in mathematical education. But systematic and practical research is rare. So, I suggest the mathematical educational implications about intuition. Conclusively, it is necessary to systematic concern in intuition and the methods of improvement of intuition in mathematical education.

  • PDF

Analysis of the contents of Practice and Synthetic Application area in Yanbian Textbooks (중국 연변 수학 교과서의 실천과 종합응용 영역에 나타난 학습내용 분석)

  • Lee, Daehyun
    • Journal of the Korean School Mathematics Society
    • /
    • v.16 no.2
    • /
    • pp.319-335
    • /
    • 2013
  • Chinese mathematical curriculum is divided 4 areas(number and algebra, space and figure, statistics and probability, practice and synthetic application). The purpose of this paper is to analyze the contents of the practice and synthetic application in yanbian elementary textbook. For this, 12-textbook which was published in yeonbeon a publishing company is analyze by topic, mathematical process, area of content and mathematical activity. mathematical process The following results have been drawn from this study. First, contextual backgrounds of practice are restricted in classroom. The contents of synthetic application are limited in connection of mathematical areas. Mathematical problem solving is a main in mathematical process, whereas reasoning activity is a few. Mathematical experience activity is a main in mathematical process, whereas synthetic activity is a few. We can use the suggestions of this paper for development of textbook and the contents of mathematical process.

  • PDF

Instrumental Genesis of Computer Algebra System(CAS) in Mathematical Problem Solving among High School Students (고등학교 수학 문제해결에서 CAS의 도구발생)

  • Han, Se-Ho;Chang, Kyung-Yoon
    • School Mathematics
    • /
    • v.11 no.3
    • /
    • pp.527-546
    • /
    • 2009
  • This study was designed to gain insights into instrumental genesis process of CAS in Korean high school students and to explore its practical potentials in secondary mathematics education. Two activities, such as Concept-Centered Mathematics Activity based on CAS and Problem Solving Activities, were constructed and executed to 10th Grade seven students for twelve class hours. The finding on the students' activities are as follows : it is meaningful in mathematics education, especially in algebra education, in that the CAS based concept centered mathematics activity offers great opportunities to deal with high-qualified application problems. The problem solving activities based on the instrumented CAS may have an influence on the sequence of mathematics curriculum, e.g. the optimization problems may precede the calculus problems such as derivatives in high school. The results of this study to investigate the instrumental genesis of CAS in mathematical activities will give insights into the secondary mathematics curriculum to prepare the CAS in Korea.

  • PDF