• Education of Primary School Mathematics
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• v.17 no.3
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• pp.277-297
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• 2014

In this study, we analyzed what STEAM-related subject contents, except mathematical knowledge, are contained in 2009 revised elementary first grade mathematics textbooks. STEAM-related subject contents in the textbooks were examined by unit and by strand of the content in the elementary school mathematics curriculum. According to the results, the number and the type of STEAM-related subject contents are different depending on the unit and the strand of the mathematics content. Generally speaking, in each unit and in each strand of mathematics, storytelling liberal arts-related contents are seen the most, followed by non-storytelling liberal arts-related contents and physical education contents in order, while the number of musical contents was very small. So we need to develop different STEAM materials in order to activate STEAM education in our elementary math classrooms.

• Research in Mathematical Education
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• v.24 no.1
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• pp.49-67
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• 2021

In this study, the researchers analyzed the 2015 revised 3rd~6th grade Korean mathematics textbooks from the aspects of social justice in mathematics education. For this study, the researchers constructed a textbook analysis framework for social justice subjects, which categorized by social issues, economy education, democratic education, personality education, safety education, environmental education, and career education. As a result, the 2015 revised elementary mathematics textbooks were reflected the subject matter of social justice in the order of social issues, economic education and democratic education, personality education and environmental education, safety education and career education. Also, the subject of social justice appears in all 3rd~6th grade mathematics textbooks, but it is not explicitly dealt with by combining it with mathematical content. The researchers suggested that mathematics lessons should be developed including social justice issues aligned with elementary mathematics contents.

• The Mathematical Education
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• v.53 no.1
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• pp.1-24
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• 2014

This study examines the effects of reflective journal writing on the mathematics self-efficacy in reciprocal peer tutoring. Participants were 38 high school students in Gyeonggi province who attended at a summer intensive mathematics course for 4 weeks. This study used a mixed method. SPSS 21.0 program was used to analyze the quantitative data, and the interviews, observational journals and reflective journals of 6 students were used to analyze qualitative data. According to the results, all the subcategories of mathematics self-efficacy, - mathematics problem-efficacy, mathematics success-efficacy, mathematics learning-efficacy, and mathematics subject-efficacy - improved except mathematics occupation-efficacy. In case of mathematics success-efficacy and mathematics problem-efficacy, students revealed the greatest improvement. In conclusion, reflective journal writing in reciprocal peer tutoring could be suggested as a treatment program to improve students' mathematics self-efficacy.

• The Mathematical Education
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• v.45 no.2 s.113
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• pp.217-230
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• 2006

The purpose of this study is to inquire the building process of Pedagogical Content Knowledge of prospective mathematics teachers about the function concepts. For this purpose, We performed the following steps; First, we performed the survey relaying to the prospective mathematics teachers' teaching experiences, capabilities of their error evaluation of the students, and viewpoints about the function concepts. Second, we performed the survey on the subject-matter knowledge about the function concepts and the key items of designing teaching plans about the function concepts. And then, we interviewed the participants to check the results of the surveys and to supplement the necessary contents. The collected data was relatively correlative and analyzed in the process. As a result, we found the followings; First, subject-matter knowledge of prospective mathematics teachers about the function concepts is different depending on the grades. Second, prospective mathematics teachers are building more extended function concepts through the major subjects. Third, the major subjects are important to build the Pedagogical Content Knowledge of function concepts. Fourth, teaching experience plays an important role in transforming subject-matter knowledge of function concepts to Pedagogical Content Knowledge of it. Fifth, building the Pedagogical Content Knowledge means transferring the teacher's viewpoint from himself/herself to the learner.

• School Mathematics
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• v.1 no.2
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• pp.433-449
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• 1999

This paper introduces a branch of qualitative method, called an in-depth interview method. By collecting data from the stories of Korean middle school students and a 9th grade American girl who used Geometer's Sketchpad and various software respectively for their mathematical problem solving, the qualitative analysis leads us to understand how such software affect their lives with mathematics subject. The unique characteristics and strands of each student's utterances reflect how software plays a role of learning aid for their mathematics learning. The arm of this study is both to get a good picture of each student's self-perceived relationship to mathematics as well as to explore external and objective parameters and factors in each student's internal situations. The qualitative descriptions of the collected data help us guide the students to the points where they could develop their interests and satisfaction with subject matter better. In this way, teachers may have more realistic understandings of how students become interested and motivated by mathematics, so that they are better able to find out ways of grasping the totalities of how the use of technology is interwoven into the school curricular.

• School Mathematics
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• v.16 no.2
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• pp.303-315
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• 2014

Even though the variety of expressions are dealt with in Korean elementary mathematics, the systematization of the subject matter of expressions is still insufficient. This is basically due to the failure of revealing clearly the identity of expressions dealt with in elementary mathematics. In this paper, as a groundwork to improve this situation, after the classification of signs as elements constituting expressions, in a position to consider elementary mathematics using transitional signs such as ${\square}$, ${\triangle}$, etc and words or phrases in expressions, expressions were defined and classified based on that classification of signs. It can be presented as the conclusion that the following four judgements which helps to promote the systematization of the subject matter of expressions are possible through this definition and classifications. First, by clarifying the identity of the expressions, any mathematical clauses or sentences can be determined whether those are expressions or not. Second, Forms of expressions can be identified. Third, the subject matter of expressions can be identified systematically. Fourth, the hierarchy of the subject matter of expressions can be identified.

• Journal of Educational Research in Mathematics
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• v.10 no.2
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• pp.161-182
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• 2000

This study is to develop assessment framework, test items and questionnaire for the National Assessment of Educational Achievement(NAEA), which administered in the elementary and secondary schools across the country in this year(2000). According to the first year study result of the NAEA, the test was administered in two core subjects, Mathematics and Social Studies. In this study, test items and sets of questionnaire and administered pretest were developed in the last year. In this year, the NAEA was administered with the adjusted test items and questionnaires and the results was analyzed and would be reported to the public. NAEA was developed on the basis of national curriculum, especially of the nature and objectives of subject curriculum in Mathematics (and also Social Studies). In the framework of assessment, we set up four differentiated levels of student achievement: 'under basic', 'basic', 'intermediary', and 'advanced'. Here 'the intermediary level' means the level of educational achievement in which students can understand average content of subject curriculum. 'Advanced level' indicates the level of educational achievement in which students master all the content of subject curriculum and apply basic concepts and principles to a variety of situations. 'The basic level' means the level of educational achievement in which students do not achieve the intermediary level. Students who do not understand average content of subject curriculum are classified as belonging to the basic level. Finally, this study would explain how to administer and analyze the test in the future. The test result was analyzed to report students' educational achievement according to regions, content areas, behavioral characteristics, and etc. This study would show how to report test result\ulcorner and how to set up students' academic achievement.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.557-566
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• 2011

This study investigated the effect of subject classroom system by examining students' perceptions of science discretion class, which was newly developed as Science Mathematics specialized subject classroom system. Science discretion subject proceeded through inquiry experiments in the subject classroom, applying both block scheduling and divided classes. Surveys were conducted twice in order to find out what the students thought about science discretion subject and subject classroom class. The results have shown that students considered that the teachers have prepared with enhanced enthusiasm and the classes have become more interesting. The satisfaction level for experiment centered subject was very high (84%) and significantly higher in case of science-oriented course students (p<.05) and upper level students (p<.01). In addition, most of the students thought favorably about block scheduling and divided classes.

• East Asian mathematical journal
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• v.32 no.4
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• pp.501-518
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• 2016

In this paper, we analyzed the correlation among scores of the mathematics B-type grade of College Scholastic Ability Test(CSAT), scores of Mathematics Level Assessment(MLA) and written test scores of Basic Mathematics Subject(BMS) made by students. Especially, we examined the relationship between CSAT grade with results of MLA and results of BMS through survey of students who changed their grades and learned about reasons. In addition, we analyzed error types for the descriptive problem solving in BMS written tests..

• Journal of the Korean Mathematical Society
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• v.31 no.4
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• pp.669-678
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• 1994

The subject of Liapunov functions constitutes a central theme in the theory of differential equations. It provides powerful tools that can be used to study the behavior of the solutions.