• Research in Mathematical Education
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• v.1 no.2
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• pp.107-116
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• 1997

The purpose of this study is to develop a teaching/learning model for the mathematical enculturation of elementary and secondary school students. It is clear that the development of teaching and learning in the classroom is essential for the realization of global innovations in mathematics education. Research questions for this purpose are as follow: (1) What can be learned from literatures reviews of the socio-cultural perspective on mathematics education, and of ethnomathematics as a mathematics intrinsic to cultural activities? (2) What is the direction of teaching and learning from the perspective of mathematical enculturation? (3) What is the teaching /learning model for mathematical enculturation? (4) What is the instructional exemplification based on the developed model? This study promotes the establishment of mathematics education theory from the review of literatures on the socio-cultural perspective, the development of a teaching/learning model, and the instructional exemplification based on the developed model.

• East Asian mathematical journal
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• v.38 no.4
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• pp.497-516
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• 2022

In this study, we tried to devise a method to activate meta-affect in the aspect of supporting mathematics teaching and learning according to the need to find specific strategies and teaching and learning methods to activate learners' meta-affect in mathematics subjects, which are highly influenced by psychological factors. To this end, the definitional and conceptual elements of meta-affect which are the basis of this study, were identified from previous studies. Reflecting these factors, a teaching and learning model that activates meta-affect was devised, and a meta-affect activation strategy applied in the model was constructed. The mathematics teaching and learning model that activates meta-affect developed in this study was refined by verifying its suitability and convenience in the field through expert advice and application of actual mathematics classes. The developed model is meaningful in that it proposed a variety of practical teaching and learning methods that activate the meta-affect of learners in a mathematical learning situation.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.587-603
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• 2020

This study is a basic study to effectively develop a mathematics experience object, an important tool and educational tool in mathematics education. Recently, as mathematics education based on action theory is emphasized, various mathematics experience objects are being developed. It is also used through various after-school activities in the school. However, there are insufficient cases in which a mathematics experience teaching tools is developed and used as a tool for explaining mathematics concepts in mathematics classrooms. Also, the mathematical background of the mathematics experience teaching tools used by students is unclear. For this reason, the mathematical understanding of the toolst for mathematics experience is also very insufficient. Therefore, in this study, a development model is proposed as a systematic method for developing a mathematics experience teaching tools. Also, in this study, we developed 'the Great Common Divisor' mathematics experience teaching tool according to the development model. Through the model proposed through this study and the actual mathematics experience teaching tool, the development of various tools for mathematical experience will be practically implemented. In addition, it is expected that various tools for experiencing mathematics based on mathematical foundations will be developed.

• East Asian mathematical journal
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• v.35 no.4
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• pp.467-488
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• 2019

The purpose of this study is to analyze multiplication facts(1st and 0th multiplication) in elementary mathematics. In the 2015 revised curriculum, students learn multiplication and multiplication facts in the 2nd grade. Many teachers experience difficulties in organizing the multiplication problem situation in multiplication facts(1st and 0th multiplication). This study aims to consider the causes of these difficulties and devise teaching methods. The method of this study is a comparative and analytic method. In order to compare textbooks, we select the Korean elementary mathematics textbooks(1st curriculum~2015 revised curriculum) and the six foreign elementary mathematics textbooks(Taiwan, Japan, Finland, Unites States, Hongkong, Singapore). As a result, the multiplication problem situation and the multiplication model assume the same bundle and bundle model. Also, we must consider the teaching timing of multiplication facts(1st and 0th multiplication) and the use of commutative law. In this study, we proposed a multiplication teaching scheme in consideration of the multiplication problem situation and teaching model, teaching period and commutative law etc.. to teach multiplication facts(1st and 0th multiplication) in elementary mathematics.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.407-428
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• 2013

The purpose of this research is to develop an effective teaching-learning model and suggest efficient methods for improving the learning abilities in mathematics of the students of engineering college. For this purpose, we examined their learning styles and learning attitudes toward Mathematics, which are important factors in teaching-learning process, and analyzed the relation between them. As a result, we found that participants had a disposition of being dependent and highly participating, so we made an effort to develop a teaching-learning model which can make the students active and highly involved in. After applying the developed teaching-learning model to Engineering Mathematics class for one semester, we conducted survey of the participants' responses. In conclusion, we found that this model is very helpful for Engineering students to utilize a self-directed learning by diagnosing and adjusting their learning process in Meta-cognitive way. Also, it is confirmed that this model has a considerable influence in which students can actively participate in class and have positive attitude to Mathematics learning.

• Research in Mathematical Education
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• v.19 no.4
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• pp.195-209
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• 2015

The current study investigated meaning of Jigsaw model application in teaching and learning mathematics based on the literature research and analysis of Jigsaw models. Through related literature, properties of the tasks of the expert sheets in mathematics are examined. Then the advantages of the application of Jigsaw in mathematics are discussed in terms of the realizing mathematical connections and promoting positive affective outcomes of Korean students in mathematics.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.407-429
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• 2015

This study aims to find the elementary mathematics teachers' satisfaction, availability, and needs, based on the mathematics teaching models in current mathematics curriculum. The satisfaction on current mathematics teaching models is about 80%, but the frequency of usage of the models is a bit low because the models are used once a unit or a semester. Among other subjects, the teachers prefer the teaching models of social studies or science, because the models are convenient in applying models to their teaching. We proposed a few ideas to enhance the availability of mathematics teaching models including the consideration on a variety of content areas of mathematics, students' differences of their mathematics levels, and the teaching and learning methods in mathematics curriculum.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.453-474
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• 1998

This study is focused on the possibility if we can use graphic calculators in teaching and learning school mathematics. This study is consisted with four main chapters. In chapter II, the functions of the graphic calculator EL-9600 produced by Sharp Corporation was analyzed focused on the possibilities if the functions could be used in teaching and learning school mathematics. Calculating of real numbers and complex numbers, solving equations and system of linear equations, calculating of matrices, graphing of several functions including polynomial functions, trigonometric functions, exponential and logarithmic functions, calculation of differential and integrals, arranging of statical data, graphing of statistical data, testing of statistical hypotheses, and other more useful functions were founded. In Chapter III, a mathematics textbook developed by Core-Plus Mathematics Project was analyzed focused on how a graphic calculator was used in teaching and learning mathematics, In the textbook, graphic calculator was used as a tool in understanding mathematical concepts and solving problems. Graphic calculator is not just a tool to do complex computations but a tool used in the processes of doing mathematics, In chapter IV, the 7th mathematics curriculum for korean secondary schools was analyzed to find the contents could be taught by using graphic calculators. Most of the domains, except geometric figure, were found that they could be taught by using graphic calculators, In chapter V, a model of a unit using graphic calculator in teaching 7th mathematics curriculum was developed. In this model, graphic calculator was used as a tool in the processes of understanding mathematical concepts and solving problems. This study suggests the possibilities that we can use graphic calculators effectively in teaching and learning mathematical concepts and problem solving for most domains of secondary school mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.3 no.1
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• pp.75-92
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• 1999

Many educators say that one of the key theory which is widely accepted teaching-learning process in the 7th mathematics curriculum is constructivism. They believe constructivism is very powerful as a background theory in teaching-learning mathematics and in this point of view, each student can construct knowledge by himself in the inner world. Therefore, the aspect of teaching-learning methods in the 7th mathematics curriculum focused on inquiry learning, self-directed learning, cooperative learning. Through this methods, the 7th mathematics text also composed of ease, interesting and dynamic activity oriented subjects. And constructive teaching-learning methods in mathematics is implemented variously by those whom attracted in constructivism. Thus, the purpose of this study is to build up a model that is required to systematize teaching-learning process in mathematics as a guideline for teachers. Another purpose of this study is to make clear that the presented model is appropriate process for teaching-learning in mathematics.

• Communications of Mathematical Education
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• v.29 no.2
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• pp.255-279
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• 2015

Educating for character was emphasized in 2009 reformed Korea national mathematics curriculum. Thus, in this study we basically conducted to realize the character education. This study aimed to develop the teaching and learning materials for character education in middle school. For the purpose of this study, the following study was carried out. First, we investigated the concept of character education. Second, based on this, we extracted the three factor(altruism, rationality, course orientation) for character education in mathematics teaching and learning. Third, we developed five teaching and learning models for character education. The five kinds of models are 'Respect model', 'Self-directed model', 'Cooperation-centered model', 'Self-interest model, 'Story sympathy model'. Finally, We have developed a teaching and learning materials in accordance with the models. And, we applied to the classroom and confirmed its effectiveness.