• The Mathematical Education
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• v.52 no.3
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• pp.319-334
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• 2013

This study is a literature research on critical mathematics education. In this study, we analyzed the literature about critical theory and critical education, especially focused on Freire's educational works. And also, we reviewed studies and lesson examples about critical mathematics education. The purpose of this research is to improve understanding about critical mathematics education. We found the connection between the goals, teaching methods and contents of critical mathematics education and Freire's theory of critical pedagogy. Critical mathematics lessons stimulated student's sense of social agency and induced student's inquiry. Critical mathematics education has a merit on aspect of mathematical connection and communication by adopting social issues and student's discussion in mathematics lessons. Although there are many obstacles to overcome, critical mathematics education is one of the educational direction to seek.

• School Mathematics
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• v.11 no.3
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• pp.335-349
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• 2009

The purpose of this study is to explore how a mathematics teacher's beliefs about mathematics and teaching and learning and mathematics and how such beliefs are related to her knowledge manifested in her mathematics instruction. The study illustrates images of teaching practice of an American mathematics teacher in middle grades mathematics classrooms. Results suggest that the teacher seems consistent in teaching in terms of her beliefs about mathematics and learning and teaching mathematics in some degrees. In particular, the teacher's beliefs affected the ways in which mathematics teacher organized and structured her lessons.

• The Mathematical Education
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• v.40 no.1
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• pp.125-137
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• 2001

We review the mathematics education in Korea just after the 1595 Liberation and the first, second curriculum announced in 1955 and 1963, respectively. The 3rd curriculum announced in 1973 is influenced by “New Mathematics” in America. There were theoretical research about “New Mathematics”, but no experimental research about it in the school. So, there was not much effect of “New Mathematics” in mathematics education. After that we have the 4th, 5th and 6th curriculum which is improved by the result of experience in teaching. The 7th curriculum announced in 1997 emphasized practical mathematics. In this paper, we review the mathematics education and consider some problems in the 7th curriculum. We also consider some problems in mathematics textbook authorization under the 7th curriculum. To solve these problems, we suggest some facts. Especially, we need the philosophy about mathematics education and the enough knowledge about “Mathematics for Mathematics Teachers”.

• Research in Mathematical Education
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• v.26 no.3
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• pp.147-166
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• 2023

Mathematics is a science of pattern. Mathematics is a subject of inquiring which aims at discovering the models hidden behind the world. Pattern is abstraction and generalization of the model. Mathematical pattern is a higher level of mathematical model. Mathematics patterns are often hidden in pattern similarity. Creation of mathematics lies largely in discovering the pattern similarity among the various components of mathematics. Inquiring is the core and soul of mathematics teaching. It is very important for students to study mathematics like mathematicians' exploring and discovering mathematics based on pattern similarity. The author describes an example about how to guide students to carry out mathematics inquiring based on pattern similarity in classroom.

• Research in Mathematical Education
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• v.27 no.2
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• pp.211-221
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• 2024

What is the aim of mathematics education? Current aims of mathematics education often lack the multidimensionality needed to account for a successful experience in mathematics. In this short paper, we argue for a multidimensional aim of mathematics education via the construct of flourishing. Flourishing is derived from the notion of eudaimonia, which broadly refers to achieving the "highest good," or living a well-lived life. Building on prior research, we operationalize flourishing as an aggregate of several positive affective, behavioral, cognitive, and social traits, all of which contribute to students' propensities to achieve the "highest good" in mathematics. In particular, we propose five traits which contribute to students' propensities to achieve the "highest good" (i.e., flourish) in mathematics: (1) positive emotions toward mathematics; (2) engagement in mathematics; (3) community in mathematics; (4) meaning in mathematics; (5) perceived competence in mathematics. Thus, we argue that one productive aim of mathematics education is to support students in fulfilling each of these traits, which ultimately leads to flourishing in mathematics. To supplement our theoretical stance, we offer suggestions for measuring flourishing as an aim. We close this short paper by describing the implications that such an aim might suggest for pedagogy, policy, and research.

• Journal for History of Mathematics
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• v.33 no.5
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• pp.289-299
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• 2020

In this paper, we investigate the causes and the characteristics of transformations of mathematics education in modern China, focusing on the contents of mathematics education in the Ming and Qing dynasties. In this process, mathematics education was investigated from the overall educational view of each dynasty, so the educational situation of each dynasty was also considered.

• East Asian mathematical journal
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• v.34 no.4
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• pp.463-486
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• 2018

This study identifies elements involved in designing rehearsals for improving preservice teachers' capacity to teach mathematics. Observation of a secondary mathematics methods course and regular interviews with the teacher educator following each class were used in this research. After characterizing what is considered and enacted in rehearsals as a way to help preservice teachers practice the work of teaching mathematics, I illustrate them with examples from the observations and interviews. I then discuss the challenge of dual contexts-the teacher education classroom and the secondary mathematics classroom-and dual perspectives-the mathematical and pedagogical-in designing and enacting rehearsals. I conclude with implications for mathematics teacher education.

• Journal for History of Mathematics
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• v.19 no.3
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• pp.21-42
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• 2006

We investigate chinese mathematicians and their works including their books. We also compare the present transcription of chinese mathematicians and their mathematics books with that in published books on history of chinese mathematics.

• Journal of the Korean School Mathematics Society
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• v.5 no.2
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• pp.59-70
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• 2002

In case of Korea, while discrete mathematics is included in the traditional school curriculum the 7th Educational Reform adds a new topic of Graph Theory making it an optional subject of highschool mathematics. However, a systematic research on the curriculum of discrete mathematics is still unsatisfactory. This study is focused on comparing the curriculum of discrete mathematics in Korea with that of other countries including the United States, Britain, Japan, and Canada. Consequently, it looks into problems concerning the school curriculum of discrete mathematics in Korea to devise a proper measure to improve.

• Journal of applied mathematics & informatics
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• v.39 no.1_2
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• pp.125-131
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• 2021

In the paper, we investigate the representation of the numerical range W(An) for the 2 × 2 complex matrix A, in terms of the numerical range W(A) of the matrix A, and the elements of A or the eigenvalue of A.