• Research in Mathematical Education
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• v.23 no.1
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• pp.1-12
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• 2020

In this case study, a professor was observed to investigate use of instructional examples when teaching the Intermediate Value Theorem in a calculus course. Video-recorded lessons were analyzed with constant comparison to video-stimulated recall interviews and field notes. The professor employed multiple instructional examples, which was initiated by students and modified by the professor. The professor asked students to build non-existing examples as an informal proof of the Intermediate Value Theorem and assessment of students' previous knowledge. Use of incorrect examples on instructional purpose can be an appropriate way for formative assessment as well as a bridge between informal and formal proofs in college mathematics.

• The Korean Journal of Applied Statistics
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• v.23 no.6
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• pp.1057-1065
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• 2010

In this paper we discuss some cautionary notes in using the Pearson chi-squared test statistic for the goodness-of-fit of the ordinal response model. If a model includes continuous type explanatory variables, the resulting table from the t of a model is not a regular one in the sense that the cell boundaries are not fixed but randomly determined by some other criteria. The chi-squared statistic from this kind of table does not have a limiting chi-square distribution in general and we need to be very cautious of the use of a chi-squared type goodness-of-t test. We also study the limiting distribution of the chi-squared type statistic for testing the goodness-of-t of cumulative logit models with ordinal responses. The regularity conditions necessary to the limiting distribution will be reformulated in the framework of the cumulative logit model by modifying those of Moore and Spruill (1975). Due to the complex limiting distribution, a parametric bootstrap testing procedure is a good alternative and we explained the suggested method through a practical example of an ordinal response dataset.

• The Mathematical Education
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• v.56 no.3
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• pp.319-340
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• 2017

The purpose of this study is to develop teaching and learning materials for the mathematics project inquiry subject. Since this subject is newly opened in the 2015 revised mathematics curriculum, there are no textbooks and materials. Hence it is required to help teachers plan lessons of the mathematics project inquiry subject. For this study, developing directions and objectives are established. Ten hours of lesson plan and teaching and learning materials are also developed for the two themes of 'big data' and 'industrial mathematics'. Suitability and validity of the developed material are verified positively from a survey of 8 teachers and 2 professionals. The detailed result findings are as follows. First, teaching and learning notes are suggested for each lesson plan. They are comprised of building inquiry plan, doing inquiry, summarizing results, and presentation. Second, driving questions of each theme are developed as "What is the big data and where is it used for ?" and "How various is the use of the industrial mathematics ?" respectively. Third, poster-types of each project product are developed. Fourth, three inquiry activity sheets and examples which are theme selection, inquiry plan, and group activity are developed. Fifth, 4 assessment sheets of self, peer, group, and teacher-use are developed.

• Journal of the Korean School Mathematics Society
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• v.10 no.1
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• pp.129-148
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• 2007

Recent reform movement in mathematics education has focused not only on the curriculum development but also on teachers' learning or professional development. Whereas various theoretical paradigms call for different programs of professional development for teachers, one of the common emphases is on the pedagogical content knowledge [PCK] which encompasses contents and methods to teach. Against this background, this study developed comprehensive instructional materials for the purpose of fostering PCK in mathematics for elementary school teachers with 17 essential learning themes such as fraction, plane geometry, and area. Each loaming theme was first summarized on the basis of literature reviews and surveys in terms of knowledge in mathematics contents, knowledge in teaching methods, and knowledge in students' mathematical understanding and learning. Each theme was then analyzed in detail on how it was represented in the national curriculum and its concomitant textbooks along with workbooks. Finally, this report included a reconstruction of one unit in textbooks per each learning theme, followed by teaching notes and suggestions from classroom implementation. This was intended for teachers to apply what they might loam from this material to their actual mathematics instruction. Given the page limit, this paper dealt only with the learning theme of ratio.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.43-57
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• 2019

The meaning of zero as a number signifying nothing is introduced as a number 1 less than 1 in the first grade mathematics textbook. In addition, the first appearance of the properties of zero are described by exemplary situations of adding zero, subtracting zero, and multiplying by zero in the first and second grade mathematics textbooks. The meaning and the properties of 0, however, are not explicitly dealt with any longer in the follow-up learning. In this study, we discuss the way of introducing zero and the applications of the properties of zero for solving number sentences so that they could help elementary school students understand the meaning and the properties of zero. Based on these results, we suggest some educational implications on teaching and learning mathematics of zero.

• School Mathematics
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• v.6 no.1
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• pp.37-57
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• 2004

The purpose of this study is to review, through case study, how the use of web materials has influence on the improvement of self-oriented Learning in mathematics of primary school. This is one of the ways to improve classroom lectures suggested in the 7th National Standard of Curriculum. To accomplish this, the following three studies were conducted. First, a questionnaire concerning the improvement of self-oriented Learning Skill through the use of the materials on the web was designed and analyzed. Second, the activities of the class using the web materials were recorded and the study activities of the children were observed. Third, the process of writing notes about their study using web materials was analyzed though interviews after teaching and learning. Through these studies, it has been shown how web materials contribute to the improvement of self-oriented Learning Skill.

• Communications of Mathematical Education
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• v.27 no.2
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• pp.121-134
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• 2013

Linear Algebra are arguably the most popular math subjects in colleges. We believe that students' learning and understanding of linear algebra can be improved substantially if we incorporate the latest advanced information technologies in our teaching. We found that the open source mathematics program 'Sage' (http://sagemath.org) can be a good candidate to achieve our goal of improving students' interest and learning of linear algebra. In particular, we developed a simple mobile content which is available for Sage commands on common cell phones in 2009. In this paper, we introduce the mobile Sage which contains many Sage functions on a smart-phone and the mobile linear algebra content model(lecture notes, and video lectures, problem solving, and CAS tools) and it will be useful to students for self-directed learning in college mathematics education.

• Journal of Educational Research in Mathematics
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• v.14 no.2
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• pp.207-219
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• 2004

There have been studies reporting the increase in student confidence in mathematics when using technology. However, past studies indicating a positive correlation between technology and confidence in mathematics do not explain why they see this positive outcome. With increased availability and easy access to the Internet in schools and the development of free online virtual manipulatives, this research was interested in how the use of virtual manipulatives in mathematics can affect students confidence in their mathematical abilities. Our hypothesis was that the classes using virtual manipulatives which allows students to connecting dynamic visual image with abstract symbols will help students gain a deeper conceptual understanding of math concept thus increasing their confidence and ability in mathematics. The participants in this study were 46 fifth-grade students in three ability groups: one high, one middle and one low. During a two-week unit on fractions, students in three groups interacted with several virtual manipulative applets in a computer lab. Data sources in the project included a pre and posttest of students mathematics content knowledge, Confidence in Learning Mathematics Scale, field notes and student interviews, and classroom videotapes. Our aim was to find evidence for increased level of confidence in mathematics as students strengthened their understanding of fraction concepts. Results from the achievement score indicated an overall main effect showing significant improvement for all ability groups following the treatment and an increase in the confidence level from the preassessment of the Confidence in Learning Mathematics Scale in the middle and high ability groups. An interesting finding was that the confidence level for the low ability group students who had the highest confidence level in the beginning did not change much in the final confidence scale assessment. In the middle and high ability groups, the confidence level did increase according to the improvement of the contest posttest. Through interviews, students expressed how the virtual manipulatives assisted their understanding by verifying their answers as they worked and facilitated their ability to figure out math concept in their mind and visually.

• Bulletin of the Korean Mathematical Society
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• v.55 no.1
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• pp.227-237
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• 2018

In this paper, we study some geometric structures of a weakly cyclic Z-symmetric manifold (briefly, $[W CZS]_n$). More precisely, we prove that a conformally flat $[W CZS]_n$ satisfying certain conditions is special conformally flat and hence the manifold can be isometrically immersed in an Euclidean manifold $E^n+1$ as a hypersurface if the manifold is simply connected. Also we show that there exists a $[W CZS]_4$ with one parameter family of its associated 1-forms.

• Bulletin of the Korean Mathematical Society
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• v.57 no.2
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• pp.419-427
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• 2020

In this paper, the projectivity of finitely generated flat modules of a commutative ring are studied from a topological point of view. Then various interesting results are obtained. For instance, it is shown that if a ring has either finitely many minimal primes or finitely many maximal ideals then every finitely generated flat module over it is projective. It is also shown that if a particular subset of the prime spectrum of a ring satisfies some certain ascending or descending chain conditions, then every finitely generated flat module over this ring is projective. These results generalize some major results in the literature on the projectivity of finitely generated flat modules.