• Honam Mathematical Journal
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• v.43 no.3
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• pp.547-559
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• 2021

We first define the notions of filter continuous, filter sequentially continuous and filter strongly continuous in the framework of fuzzy normed space (FNS), and then we introduce the notion of filter slowly oscillating sequences in the setting of FNS and shows that this notion is stronger than slowly oscillating sequences. Further, we define the concept of filter slowly oscillating continuous functions, filter Cesàro slowly oscillating sequences as well as some other related notions in the aforementioned space and investigate several related results.

• East Asian mathematical journal
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• v.37 no.2
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• pp.265-288
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• 2021

In the 2015 revised mathematics curriculum, the system of equations is first introduced in 'Variables and Expressions' of [Middle School Grades 1-3]. Then, It is constructed that after learning the linear function in 'Functions', the relationship between the graphs of two linear functions and the systems of linear equations are learned so that students could improve the geometric representation of the systems of equations. However, in of Elective-Centered Curriculum Common Courses, Instruction is limited to algebraic manipulation when teaching and learning systems of quadratic equations. This paper presented the teaching and learning method that can improve students' mathematical connection through various representations by providing geometric representations in parallel using GeoGebra, a mathematics learning software, with algebraic solutions in the teaching and learning situation of simultaneous quadratic equations.

• Journal of The Korean Association For Science Education
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• v.12 no.1
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• pp.119-127
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• 1992

The purpose of this study is to show the way of teaching the scietific talent in Japan. This study was conducted only by the printed matters. The results of the investigation are as follows: 1. Japan at present has neither systems nor laws for offical scientific talent education. 2. Japanese's scientific knowledge and way of rational thinking had been widespread among the general public by elementary education from one hundred ten years or so ago. 3. In addition, the instrument subjects such as foreign language and mathematics were well educated in the elementary and secondary school level and the preparatory courses of college. 4. Especially, the third and the first preparatory courses of a college(Daisan Koukou and Daiitchi Koukou) and Kyoto University have contributed greatly to the cultivation of liberal spirit in education, which turned out to be one of the essential elements for scientific talent education.

• Journal of Engineering Education Research
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• v.24 no.6
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• pp.79-85
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• 2021

In a future society where cutting-edge science technology such as artificial intelligence becomes commonplace, the demand for talented people with basic knowledge of mathematics and science is expected to increase continuously, and the educational infrastructure suitable for the characteristics of future generations is still insufficient. In particular, in the case of students taking convergence courses including practical training, there was a problem in communication with the instructor. In this study, we looked at the current status of distance learning at domestic universities that came suddenly due to the global pandemic of COVID-19. In addition, a case study of the use of technology was conducted to facilitate the interaction between instructors and learners through case analysis of distance classes in convergence subjects. Therefore, this study aims to introduce the case of developing lecture contents for smooth convergence education in a non-face-to-face educational environment targeting the developed AI convergence courses and applying them to the education of enrolled students.

• School Mathematics
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• v.13 no.2
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• pp.323-343
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• 2011

The study of 2011 education course revision proposal suggests that middle school level function shall be taught with emphasis on its role as tool to understand the situations of actual world, and the concept shall be extended in high school into formularized setting that integrate various fields based on middle school function. In revising education course, the circumstances of other countries are desired to be considered to keep abreast of international standard education courses. In this study, the textbooks of Gesamtschule a general school a school type similar to the education system in Korea among various school forms of Germany were selected to look into the characteristics of function introduction and teaching & learning in Germany, and the textbooks were compared and analyzed with those of Korea. As a result of comparison and analysis on the system and contents with emphasis on function area, German textbooks differed from the 7th revised education course on the introduction of function concept, contents development method and method of instructing on graph etc. Such differences are anticipated to serve as data for reference in the development of revised education courses and textbooks in Korea.

• Journal of the Korean School Mathematics Society
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• v.23 no.2
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• pp.203-222
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• 2020

Because the role of the teacher is important for the education to actualize the goals of the curriculum, the interest about the teacher's knowledges has been addressed as an important research topic. Among them, the pedagogical content knowledge is the knowledge that can emphasize the professionalism of the teacher. In this study, I analyzed the elementary pre-service teachers' the problem solving strategies that they imagined the methods that elementary school students can think about fraction division. Pre-service teachers who participated in this study were completed all of the mathematics education courses in the pre-service teachers' education courses. The research was conducted using the four type-problems of fraction division. The results showed that elementary pre-service teachers responded in the order of equal sharing problem-measurement division-partitive division-context of determination of a unit rate problem. They presented significant responses not only with typical algorithms but also with pictures or expressions. On the basis of this research, we have to take an interest in the necessity of sharing and recognizing various methods of fraction division in pre-service teachers education.

• Communications of Mathematical Education
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• v.34 no.3
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• pp.373-391
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• 2020

This study is an analytical study on textbooks of , which was first presented in the 2015 revised high school mathematics curriculum. The textbook has a very high educational significance in that it is the first textbook developed for students majoring in economics. Analyzing whether these textbooks faithfully follow the spirit of the curriculum is an essential study for nurturing creative and convergent human beings and for personal self-realization. Therefore, in this study, a consistency analysis was conducted to determine whether the textbook fits the textbook development direction suggested by the curriculum developer and is appropriate for the state-approved mathematics curriculum. As a result of analysis, the contents of the textbook did not partially meet these criteria and lacked consistency. In conclusion, it is necessary to prepare more thorough standards for the examination and recognition of high school elective courses in the future.

• Journal of Korea Game Society
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• v.13 no.6
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• pp.95-110
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• 2013

Current up-to-date courses of study put emphasis on raising creative students. However, the cramming methods of teaching mathematics in the school seems far from the creativity and the number of students who feels mathematics difficult is increasing. To overcome this situation, the government proposed 'the mathematics education using storytelling', which leads to lots of developments of mathematics using serious game in many areas. However most of the current serious games couldn't do away with the deductive framework of mathematics, which makes it impossible to achieve the purpose of raising creative students. This is because existing mathematics serious games have not deeply contemplated many aspects such as the purpose and theories of teaching and teaching mathematics. Therefore, in order to overcome the limitations of cramming methods in existing mathematics educations, this research proposes the new method of developing serious game contents for elementary geometry that is useful to improve mathematical intuition, based on RME, the theory of teaching/learning mathematics.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.199-216
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• 1998

One of the main features of the 7th revised national curriculum is the implementation of a 'Differentiated Curriculum'. Differentiated Curriculum is often interpreted as meaning the same as 'tracking' or 'ability grouping' in western countries. In the 7th revised curriculum, mathematics is organized and implemented by 'Level-Based Differentiated Curriculum'. To develop mathematics textbooks and teaching-and-learning materials for Differentiated Curriculum, the ideas of 'Enriched and Supplemental Differentiated Curriculum'need to be applied, that is, to provide advanced contents for fast learners, and plain contents for slow learners. Level Based Differentiated Curriculum could be implemented by ability grouping either between classes or within classes. According to these two exemplary models, the implementation models for supplemental course and enriched course are determined. The contents for supplemental course are comprised of minimal essential elements selected from the standard course at a decreased level of complexity and abstraction. The contents of enriched courses are focused on various applications of mathematical knowledge in the real world. Special remedy course will be offered to extremely underachieved students, The principles of developing teaching-and-learning material for special remedy course were obtained from the histo-genetic principle, progressive mathematizing principle, and constructivism.

• The Mathematical Education
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• v.55 no.4
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• pp.523-538
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• 2016

The purpose of this study is to explore the secondary mathematics teachers' technology integration self-efficacy with respect to geometry classes which they had experienced during last 1 year, 2015. For this study, we developed and validated the questionnaires based on TPACK framework in secondary geometry context. The questionnaires contained 28 items examining the secondary mathematics teachers' TPACK. We conducted the item analysis with 28 items and then the exploring factor analysis. As a result, 28 items was categorized into 5 constructs, TPCK, TCK, TK, PCK, PK, different from Mishra and Koehler's categorization. We analyzed the secondary mathematics teachers' technology integration self-efficacy with respect to geometry classes based on 5 TPACK constructs. The results indicated that there were no significant differences in technology integration self-efficacy according to gender. But technology integration self-efficacy according to the years of teaching experience differed significantly. The more years of teaching experiences teachers have, the lower level of TPCK and TK they have and the more years of teaching experiences teachers have, the higher level of PCK they have. The results also showed that there ware significant difference in TPCK according to the existence and non-existence of taking the technology courses during the time at university. Furthermore, we provide the implication for the professional preparation program for the mathematics teachers in middle schools.