• East Asian mathematical journal
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• 제31권4호
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• pp.527-546
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• 2015

Mathematics teachers' knowledge and abilities for effective mathematics teaching has been discussed by many mathematics educators and researchers. This study surveyed the perspectives on the knowledge and abilities for good mathematics teaching of inservice and preservice teachers based on their teaching experiences. The perspectives of the two teacher groups about teachers' knowledge and abilities for teaching mathematics are very different. The results from this study are expected to give information on developing teacher education curriculum and programs.

• 아동학회지
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• 제27권2호
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• pp.39-53
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• 2006

This study investigated the effects of family related cooking programs on young children's basic science concepts and mathematics abilities. Subjects were 24 five-year-old children, 12 each for the experimental and the control group. Examinations of basic science concepts and mathematics abilities were applied to determine the homogeneity of the two groups. The 23 cooking activities, 12 for kindergarten and 11 for each child's home, were applied to the experimental group for six-week periods. The results of this study were that the family related cooking programs were effective in the formation of children's basic science concepts and children's mathematics abilities.

• 한국수학교육학회지시리즈A:수학교육
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• 제52권4호
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• pp.443-464
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• 2013

The purpose of this study is to identify the first graders' mathematics learning abilities in elementary school. To do this, I examined the first graders on their mathematics learning abilities, and analyzed the test results. Although all of the evaluation factors are composed the mathematical contents which are taught in elementary school, the correct answer rate of them were very high. The results of this study will be used as the basis. for developing the mathematics curriculum and textbook in elementary school. Also first grade teachers can use the results of this study as a basis when they plan a instruction for the first graders.

• 대한수학교육학회지:학교수학
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• 제4권2호
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• pp.147-160
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• 2002

The purpose of this study is to examine the The correlation between information processing types and mathematical communication abilities / word problem solving abilities. The results obtained are as follows: 1 Simultaneous/continuous information process types showed statistically high correlation with mathematical communication abilities. However, the correlation between simultaneous information process and mathematical communication abilities is a little higher than the correlation between continuous information process and mathematical communication abilities. 2. There is a high correlation between mathematical communication abilities and word problem solving abilities. Especially, speaking ability is much more correlated with four factors of word problem solving than reading, writing and listening, Through this study, we can conclude that information process types should be consider ed in order to improve mathematical communication abilities and mathematical communication abilities is essential in word problem solving.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제2권2호
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• pp.113-131
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• 1998

The purpose of this study is to investigate the relationships among affective characteristics, mathematical problem-solving abilities, and reasoning abilities of the 6th graders for mathematics, and to analyze whether the relationships have any differences according to the regions, which the subjects live. The results are as follows： First, self-awareness is the most important factor which is related mathematical problem-solving abilities and reasoning abilities, and learning habit and deductive reasoning ability have the most strong relationships. Second, for the relationships between problem-solving abilities and reasoning abilities, inductive reasoning ability is more related to problem-solving ability than deductive reasoning ability Third, for the regions, there is a significant difference between mathematical abilities and deductive reasoning abilities of the subjects.

• 한국수학사학회지
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• 제14권1호
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• pp.73-82
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• 2001

In this article we studied one of the greatest mathematicians and pedagogues, A.N. Kolmogorov. He wrote about five hundreds o( books and articles in the fields of pure mathematics and mathematics education. In this paper we in detail introduced Kolmogorov's history of mathematics education and his theory of mathematical abilities, and elaborated this theory. In addition, we suggested some materials which are aimed to develop mathematical abilities in correspondence to the theory of Kolmogorov.

• 한국수학교육학회지시리즈A:수학교육
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• 제44권3호
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• pp.397-408
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• 2005

This research developed self-directed teaming program for students who learn mathematics to improve their abilities for learning mathematics. A small-group cooperative teaming model was based on the self-directed loaming program which this research developed. The main target of this program was the second grade students of middle school. The program was consisted with three developing parts. The part 1 of program developing was consisted with analyzing and reconstructing mathematics curriculum, devising small-group cooperative learning program, and structuring teaching and teaming plans. The part 2 included the management of small-group cooperative Loaming and how to use the materials which this research developed. The part 3 provided various cooperative learning opportunities for students to improve their abilities for loaming mathematics.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제27권2호
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• pp.173-185
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• 2024

수학은 기초학력 보장과 밀접한 관련이 있는 교과이다. 최근 기초학력의 중요성이 대두되면서 수학 교과의 기초학력을 보장하기 위한 각종 정책과 사업이 운영되고 있다. 이에 본 연구에서는 17개 시·도 교육청의 기초학력 보장 시행계획 내용 중 수학 교과와 관련이 있는 내용을 추출하여 사업 실태를 분석하였다. 관련 사업들을 진단과 지원으로 구분하고 진단에 대해서는 진단 도구의 종류, 진단 도구를 선택하는 주체, 진단 대상, 진단 시기를 분석하였다. 학습 지원에 대해서는 교실 내 지원, 학교 내 지원, 학교 밖 지원으로 구분하여 분석하고, 추가로 학습 지원 사업의 성격과 지도 인력의 전문성을 분석하였다. 연구 결과, 진단의 측면에서는 진단 시기 조정, 진단 전문성 확보에 대한 이슈가 있었고, 지원의 측면에서는 예방 성격의 사업 부족, 지도 전문성 확보, 난산증 지원에 대한 이슈가 있었다. 본 연구는 수학 교과의 기초학력 보장을 위한 사업을 운영하거나 수학 교육에서 기초학력 관련 연구 활성화에 기여할 것으로 기대된다.

• 공학교육연구
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• 제18권4호
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• pp.34-44
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• 2015

Mathematical, spatial, and verbal abilities are important for future engineers to succeed in the STEM disciplines. The purpose of the study is to assess engineering students' spatial abilities and analyse the relationship with mathematical achievement, verbal achievement, and gender. On the mental rotation tests, 65% of male students demonstrated a substantial level of spatial abilities. But only 30% of female students exhibited spatial skills at the same level as their male colleagues. The correlations between mathematical - spatial - verbal abilities are found to be negligible. When spatial visualization ability was plotted according to the mathematical achievement level, there was no difference in the mean spatial abilities score. But when mathematical achievement score was plotted according to the spatial abilities, there was a noticeable difference. Regression analysis confirmed that female students' mathematical achievement increased as spatial abilities improved. This phenomenon was not observed for male students. It's because male students' spatial ability already contributed to their mathematics achievement. So spatial ability can be regarded as one factor for the gender differences in mathematics achievement. The gender gap on spatial abilities and math achievement is large among high achieving students. For example, there was a 4.3 to 1 male - female ratio and 3.4 to 1 male - female ratio among students scoring 99th percentile in spatial visualization test and scholastic aptitude test-math.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제6권1호
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• pp.53-63
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• 2002

This study investigates the impact of Calculator-Based Ranger (CBR) activities in the performance of middle school students' graphing abilities of physical phenomena. Two issues about CBR activities on graphing abilities were addressed in this study; (1) the effect of CBR activities on graphing abilities, and (2) the influence of instructional styles on students' graphing abilities. Following the use of CBR activities, students' graphing abilities were significantly more developed in three components-interpreting, modeling, and transforming. Significant differences were found in students' achievement depending on instructional styles related to differentiation, which is closely connected to transforming distance-time graphs to velocity-time graphs. The findings of this study indicate that CBR activities may enhance students in constructing appropriate webs of related concepts and ability to qualitatively interpret graphs. Using collaborative CBR activities to introduce and explore graphing of physical phenomena is, therefore, recommended for inclusion in the secondary mathematics curriculum.