• The Mathematical Education
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• v.51 no.4
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• pp.317-335
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• 2012

The purposes of this study were to investigate the perceptions of teachers and students on the implementation of the intensive course completion system in mathematics courses and to provide suggestions for the improvement of the system. Five high school mathematics teachers and 338 10th graders and 87 11th graders in 2 high schools located in Gyeonggi-do participated in this study. The results of this study indicated that the intensive course completion system is more appropriate to the subjects which require less time allotment or practical exercise than mathematics courses. For better implementation of the intensive course completion system in mathematics courses, first of all, enough time allotment for teaching and learning mathematics should be guaranteed. Otherwise, the system can make students feel more burden of learning due to increase in learning volume of mathematics courses.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.677-694
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• 2008

Mathematics and science courses have a deep connectednessGnterrelationship). This research analysis their connectedness focused mathematics courses. Textbooks which were used in seventh education process were used in this analysis and the connectedness was further analyzed. From this analysis, three norms study various cases where mathematics courses affect science courses. The three norms are defined by order of curriculum of mathematics and natural science courses that have interrelationship. Lastly, a method to organize to connect mathematics and natural science course is discussed in detail in two aspects. Thorough this research, improvement in study achievement ability is expected by positive effects of mathematics courses to science courses.

• The Mathematical Education
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• v.42 no.4
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• pp.503-521
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• 2003

In this paper, we propose programs of geometry related courses for the department of mathematics education of teacher training universities. We suggest 4 courses, ‘Geometry I’, ‘Geometry II’, ‘Differential Geometry’, ‘Topology’ as geometry related courses in Shin et. al.(2003). Among those 4 courses, we state desirable direction of curricula on 3 courses, ‘Geometry I’, ‘Geometry II’, ‘Differential Geometry’ in this paper.

• Journal of the Korean School Mathematics Society
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• v.20 no.2
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• pp.77-89
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• 2017

Although it is not necessary to have much mathematical knowledge in Major Courses of Animal Resources curriculums in agricultural high school, the function of mathematics class has a much effect on Major Courses. Therefore, we extracted the mathematics contents included in Major Courses of Animal Resources curriculums in agricultural high school, and also evaluated students' understanding according to the description method in textbooks of Major Courses. Furthermore, we analyzed students' preference about the description method in textbooks related to the Major Courses. As a result, it turns out that the level of mathematics contents of Animal Resources major curriculums does not break bounds of middle school level. Furthermore, many students are not able to solve the middle school level of problems. It is also shown that the most preferred description method in textbooks of Animal Resources major curriculums is the sentence-equation mixed type. In this study, we propose to reconstruct the mathematics contents with basic knowledge needed to complete the Major Courses in order that students can complete them more easily, and furthermore, to choose the description method in textbooks of Major Courses as sentence-equation mixed type and detailed explanation about terms should be included into the bargain.

• Journal of Educational Research in Mathematics
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• v.15 no.3
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• pp.353-374
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• 2005

Recently, there have been many changes in researches of mathematics education. There is a growing number of researchers who are interested in empirical researches. According to the these changes, there is also an emphasis on methodology of mathematics education. This means that many researchers try to conduct an research using scientific approach. Therefore, new types of research developing mathematics courses recently has evolved as follows: teaching experiment, hypothetical loaming trajectory, design science, developmental research. The aim of this study is to reflect on developmental research in RME and to induce desirable directions for developing our mathematics courses. In order to attain these purposes, the present paper reflects the philosophy of RME, aim, procedure, data collection, data analysis, and justification of developmental research with illustrating a exemplar Based on these reflections, it is discussed that it needs to construct the mathematics curriculum connecting theory and practice in mathematics education, to report the process of developing mathematics courses faithfully, and to develop real mathematics courses after conducting basic developmental researches in order to take scientific app- roaches for developing mathematics courses.

• School Mathematics
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• v.15 no.4
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• pp.941-955
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• 2013

In this study, we conducted mathematics teacher training courses for an applying of 'Socratic method' in school mathematics. Teacher training courses were conducted with a total of 3 hours for 68 secondary mathematics teachers. In these courses, we overviewed the characteristics of Socratic method. Moreover we examined the mathematics lessons by Socratic method. And we dealt with the educational examples of Socratic method identified in previous studies. In addition, the survey was conducted before and after the teacher training courses. Through the survey, teachers have an opportunity to check their knowledge on Socratic method and reflect on their mathematics class. Based on the survey response data, we analyzed mathematics teachers' knowledge on Socratic method and the changes in teachers' thinking on their mathematics class. Based on the findings of this study, we proposed three directions of teacher education.

• Journal of the Korean School Mathematics Society
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• v.5 no.1
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• pp.135-145
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• 2002

Technical high school aims at educating students to acquire fundamental skill and technology required for being competent technicians, to be creative in adjusting themselves to the changing industrial society, and to do self-realization and find their ways toward the future on their own. To attain that goal and maximize learning effect, mathematics education is very important as prerequisite learning for technical subjects, as most technical courses in technical high school are basically based on mathematics. The purpose of this study was to discuss how mathematics education could be successfully linked to technical courses in an attempt to make it function properly as prerequisite learning for major subjects and facilitate students' technical learning. For that purpose, what problems the mathematics components of major subjects and the curriculum had was examined and the way to offer better education was presented. And there are some suggestions regarding mathematics education: First, technical mathematics should be newly inserted into technical high school curricula to help students learn major subjects in more efficient way. Second, most technical high schools are expected to just require tenth graders to complete a 10-stage mathematics course. In that case, they might find difficulties in learning major subjects when they are in their 11st and 12th grade. The curriculum should be designed to have 11st and 12th graders take mathematics education. Third, many students find a job after graduation, but the growing number of students go on to university to receive more education in the same field. Accordingly, there is a need to enlarge continuous progress plan, rather than completion-type one, to make students well-grounded technically. And mathematics should be taught in more classes as prerequisite subject for major courses. Fourth, mathematics elements necessary for each major subject should be outlined and announced to schools so that they could reorganize mathematics and major courses appropriately.

• Communications of Mathematical Education
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• v.27 no.1
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• pp.19-37
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• 2013

In order to improve the problem-solving abilities and enhance the academic achievement of under achieving students for university basic mathematics, P-university has opened the basic mathematics and practice education courses. These education courses are operated as prerequisite subject of Calculus and we are progressing the class focused on presentation with variety learning materials by organizing level-based classes In this paper, we analyzed the acquired grade and the result of teaching assessment of 1,106 students registered in the 30 classes that the teaching portfolio of the basic mathematics and practice education courses were submitted to support 'Accreditation for Engineering Education of Korea'. In addition, we tried to find attention points and improved solutions on operating the level-based class of the basic mathematics and practice education courses based on the 'Continuous Quality Improvement Report' of teaching portfolio submitted by each professor who is in charge of this class.

• Journal of the Korean Society for Industrial and Applied Mathematics
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• v.11 no.2
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• pp.31-40
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• 2007

What is the "new paradigm"? It is impossible express it in one or two words, but if one had to; the closest might be the "holistic approach". The expression can be justified by the fact that the conclusions above lead to a greater intermixing of mathematics with engineering and natural sciences subjects, typically expressed in the form of examples of simplified real problems. They also lead to a greater intermixing of subjects within mathematics so that the courses should have less separation e.g. between symbolic and numerical mathematics. The conclusions also lead to the spreading the mathematics courses throughout all study years, not just the first two years. Of course, this should be done with great care in order to guarantee studies that are logically linked together. The new paradigm also means that the needs arising from industrial mathematics must be taken into account in the contents of engineering mathematics courses. Such topics are e.g. multivariate methods, statistics and use of mathematical software. What are we expected to gain from the paradigm shift? The primary benefit should be in obtaining more productive engineers equipped with a better degree of mathematical preparedness for engineering problems. But in addition, it should also promote more intensive use of applied mathematics and easier communication with professional mathematicians, often needed in complicated industrial problems.?Finally, it can be noted that the new paradigm is in harmony with the basic ideas of the CDIO (Conceive - Design - Implement - Operate) initiative for producing the next generation of engineers [1]. New ideas for engineering education can be found also in the homepage of SEFI (European Society for Engineering Education) [2].

• The Mathematical Education
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• v.42 no.4
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• pp.465-480
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• 2003

The main purpose of this work is to propose programs of mathematics education and mathematics history courses for the department of mathematics education of teacher training universities. Foundation of Mathematics Education, Mathematics Teaching and Learning Theories, Mathematics Problem Solving, Analysis and Evaluation of Mathematics Teaching Materials and Mathematics History are discussed in this article.