• Journal of the Korean School Mathematics Society
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• v.1 no.1
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• pp.151-163
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• 1998

In mathematics education, teaching-learning activity can be divided largely into the understanding the mathematical concepts, derivation of principles and laws, acquirement of the mathematical abilities. We utilize various media, teaching tools, audio-visual materials, manufacturing materials for understanding mathematical concepts. But sometimes we cannot define or explain correctly the concepts as well as the derivation of principles and laws by these materials. In order to solve the problem we can use the computer. In this paper, character and movement state of various quadratic function graph types can be used. Using the computers is more visible than other educational instruments like blackboards, O.H.Ps., etc. Then, students understand the mathematical concepts and the correct quadratic function graph correctly. Consquently more effective teaching-learning activity can be done. Usage of computers is the best method for improving the mathematical abilities because computers have functions of the immediate reaction, operation, reference and deduction. One of the important characters of mathematics is accuracy, so we use computers for improving mathematical abilities. This paper is about the program focused on the part of "the quadratic function graph", which exists in mathematical curriculum the middle school. When this program is used for students, it is expected the following educational effect. 1, Students will have positive thought by arousing interests of learning because this program is composed of pictures, animations with effectiveness of sound. 2. This program will cause students to form the mathematical concepts correctly. 3. By visualizing the process of drawing the quadratic function graph, students understand the quadratic function graph structually. 4. Through the feedback, the recognition ability of the trigonometric function can be improved. 5. It is possible to change the teacher-centered instruction into the student-centered instruction. For the purpose of increasing the efficiencies and qualities of mathmatics education, we have to seek the various learning-teaching methods. But considering that no computer can replace the teacher′s role, tearchers have to use the CIA program carefully.

• Journal of The Korean Association of Information Education
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• v.7 no.1
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• pp.11-26
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• 2003

Although many mathematical teaching/learning materials are already developed in the web, diverse utilization of this materials such as calculation, searching, or reusing of expressions are limited since the expression is actually a figure. To cope with this, MathML which describing mathematical notation was developed. In the paper, we proposed the methods of developing teaching materials using MathML, making learning assistance tools which utilize MathML, and applying MathML to information exchange community for Mathematics courses in ICT environment. Using MathML to develop a teaching material makes easy to correct and reuse the mathematical notations conveniently. Furthermore, learning assistance tools made by placing MathML help teachers reorganize and utilize these materials in the classroom as well as enhancing the connection between mathematical notations and concepts. The web-board that can make a use the mathematical notations using MathML enables the teachers and students to exchange information actively. It also helps to fulfill different types of teaching using ICT such as "discussion on the web".

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.11-29
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• 1998

The purpose of this thesis was to improve the plans and methods of teaching and learning activities and contribute to developing teachers` quality and reeducating them by investigating teachers' attitudes toward teaching and learning have a significant effect on the students' attitudes toward mathematics and the students' ability development at mathematics. The inventory was composed of 56 items : three main areas and eight sub-areas. Added seven background factors were sex, by whom was established (is it a public or nongovernmental \ulcorner), teaching career, age, what kind of school (is it general or vacational high school or middle school\ulcorner), region, college. For this analysis of materials used SAS program. And analysis of variance was applied on the seven background factors. All subjects in this study were 341 secondary school mathematics teachers in pusan city and Kyungsangnam-do were surveyed by the questionnaire of Likert type to which the respondents' seven background elements were added. Main results this study were as follows : 1. The overall attitude of the measured secondary school mathematics teachers tends to be positive but a little indifferent. Also attitude toward the students was a little more positive than the other attitudes. 2. There were significant differences (1%) among the sub-level areas except three of them. (r = 0.17~0.60) 3. There were significant differences (5%) by the result of Multiple comparison test among the schools in learning and teaching. So the teachers working at middle schools and general high schools were more positive than those working at vocational high schools. 4. The result of comparison among region was that teachers working in towns and cities were more positive than those working in the country. But there was no significant difference between the teachers working in large cities and those working in other region. 5. There was no significant difference in the overall attitudes toward teaching and learnig among the sex, by whom was established(is it public or nongovernmental\ulcorner), teaching career, age, college. The study left much deficiency to be desired and has to be followed by a continuing study to make it better. For the following study, it is necessary to examine the validity and reliability of the measuring tools more thoroughly and investigate the attitudes with sufficient samples all over the country.

• Korean Journal of Mathematics
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• v.21 no.4
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• pp.503-521
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• 2013

For over 20 years, the issue of using an adequate CAS tool in teaching and learning of linear algebra has been raised constantly. And a variety of CAS tools were introduced in many linear algebra textbooks. In Korea, however, because of some realistic problems, they have not been introduced in the class and the theoretical aspect of linear algebra has been focused on in teaching and learning of it. In this paper, we suggest Sage as an alternative for CAS tools overcoming the problems mentioned above. And, we introduce full contents for linear algebra and matrix calculator that Sage was used to develop. Taking advantage of them, almost all the concepts of linear algebra can be easily covered and the size of matrices can be expanded without difficulty.

• Journal of the Korean School Mathematics Society
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• v.25 no.4
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• pp.333-352
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• 2022

This study is aimed at developing the STEAM instruction materials for mathematics subject-based advanced technology and ICT teaching tools. In order to develop the STEAM materials, a PDI model in which the implementation and evaluation steps were simplified to Improvement was used. The developed STEAM materials were revised and supplemented by a group of experts. The subject of the STEAM class material developed in this study is 『Graph! The bridge that connects the past, present and future』 , 『You are the same but different!』 , 『Creating a virtual reality three-dimensional space together』 , 『And making interesting figures』 and 『Cover the roof of the turtle ship!』 . As a suggestion based on the results of this development study, various STEAM education materials should be developed and shared so that STEAM education can be performed in the elementary education field. And for the spread and settlement of STEAM education, the cultivation and expansion of STEAM education capabilities of on-site elementary school teachers or pre-service teachers will be an absolute prerequisite. And this suggests the need for a continuous and long-term approach to follow-up research on STEAM education.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.49-70
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• 2002

There have recently been increasing exchanges between South and North Korea in many areas of society, involving politics, economics, culture, education. In response to these developments, research activities are more strongly demanded in each of these areas to help prepare for the final unification of the two parts of the nation. In the area of mathematics education, scholars have started to conduct comparative studies of mathematics education in South and North Korea. As a response to the growing demand of the time, in this thesis we compared the secondary mathematics education in South Korea with that in North Korea. To begin with, we examined the background of education, in North Korea, particularly predominant ideological, epistemological and teaching theoretical aspects of education in North Korea. Thereafter, we compared the mathematics curriculum of South Korea with that of North Korea. On the basis of these examinations, we compared the secondary school mathematics textbooks of South and North Korea, and we attempted to suggest a guideline for researches preparing for the unification of the mathematics curriculum of South and North Korea. As a communist society, North Korea awards the socialist ideology the supreme rank and treats all school subjects as instrumental tools that are subordinated to the dominant communist ideology. On the other hand, under the socialist ideology North Korea also emphasizes the achievement of the objective of socialist economic development by expanding the production of material wealth. As such, mathematics in North Korea is seen as a tool subject for training skilled technical hands and fostering science and technology, hence promoting the socialist material production and economic development. Hence, the mathematics education of North Korea adopts a so-called "awakening teaching method," and emphasizes the approaches that combine intuition with logical explanation using materials related with the ideology or actual life. These basic viewpoints of North Korea on mathematics education are different from those of South Korea, which emphasize the problem-solving ability and acquisition of academic mathematical knowledge, and which focus on organizing as well as discovering knowledge of learners' own accord. In comparison of the secondary school mathematics textbooks used in South and North Korea, we looked through external forms, contents, quantity of each area of school mathematics, viewpoints of teaching, and term. We have identified similarities in algebra area and differences in geometry area especially in teaching sequence and approaching method. Many differences are also found in mathematical terms. Especially, it is found that North Korea uses mathematical terms in Hangul more actively than South Korea. We examined the specific topics that are treated in both South and North Korea, "outer-center & inner-center of triangle" and "mathematical induction", and identified such differences more concretely. Through this comparison, it was found that the concrete heterogeneity in the textbooks largely derive from the differences in the basic ideological viewpoints between South and North Korea. On the basis of the above findings, we attempted to make some suggestions for the researches preparing for the unification in the area of secondary mathematics education.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.355-376
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• 2010

This research was about analyzing students' major error types in the field of elementary 1st grade mathematics numbers and operations, and formulating and applying effective teaching methods to find out their effects. Among the errors the students were making, it was found that in the field of numbers there was more than 50% chance of making calculation mistakes in 50 rounds of rational counting. Also, in the field of operations, it was discovered that most of students' mistakes had to do with subtraction. The results from the classification of the 4 types of error showed that most errors were made from having inaccurate concept of knowledge and definition. Thus, it can be concluded that when elementary 1st grade teachers teach students mathematics, it is most important that they put best effort into firmly establishing the students fundamental concept, definition, facts, and functions. For that matter, students were interviewed one by one, and by implementing learning method using some concrete materials as tools, students were able to fix their own errors. More importantly, students were able to gain interest and become more willing to participate by joining in this program, which led to more effective guidance.

• Journal of the Korean School Mathematics Society
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• v.25 no.2
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• pp.195-224
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• 2022

In this study, pre-service mathematics teachers cultivated technology content teaching knowledge (TPACK) in the regular curriculum of the College of Education. The course was designed to enhance pre-service teachers' mathematical communication skills by using an application, which is a mobile mathematics learning content for the development of group creativity of high school students. The educational program to improve mathematics teaching expertise using the application for group creativity expression consists of pre-education, goal setting, planning, teaching at school, and evaluation. In this process, pre-service teachers evaluated technology tools. They also wrote a task dialogue, lesson play, reflective journal, and lesson plan to guide high school students to develop group creativity in both app activities. As a result of the educational program, pre-service mathematics teachers cultivated TPACK and enhanced their mathematical communication skills with high school students to develop group creativity.

• Communications of Mathematical Education
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• v.31 no.2
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• pp.203-221
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• 2017

The purpose of this study is to suggest didactical principles for using mathematical teaching aids and to applicate didactical principles in a relation with curriculum. First, we meta-analyzed related literature to suggest didactical principles for using mathematical teaching aids. And we suggested didactical principles as follows: principle of activities, principle of instruments, principle of learning. Using mathematical teaching aids with didactical principles in mind would help avoiding situations in which mathematical teaching aids are only used as interesting tools. Second, we concretized the meaning to applicate didactical principles and use mathematical teaching aids in a relation with curriculum. We considered domain, key concept, function, achievement standard, which were presented in the curriculum of mathematics, and suggested concrete activities. Third, we produced two designs for lessons on incenter and circumcenter of triangle and linear function's graph using mathematical teaching aids.

• The Mathematical Education
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• v.37 no.1
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• pp.87-99
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• 1998

Mathematics education is very important in future because mathematics is the basis of every study, for example, natural and social science, etc. Our nation wide curriculum has been revised six times since 1948. In 1992, the sixth revision was enforced and we are using the revised textbook now. This study aims at helping of continuous investigation for educational curriculum and textbook, and aims at efficient teaching by preventing unnecessary repetition and excessive gap in real field by analyzing the articulation of Analytics part in school textbook from elementary to high school. This thesis consists of the followings. 1.Investigation of the principles and natures of articulation along with curriculum course and notice the articulation based on the analysing tools. 2.Importance of learning functions. 3.To get the propriety, formation of 8 judging group and classification of content materials in function chapters by the judges based on the analyzing tools. 4.Analysis of presentation method and terminologies in the first concepts, suggestion teaching method to reduce gap and help of understanding on first concepts in the study of function. As a result 'development' consists of 55.8% of the total and it is higher than 'duplication' and 'gap'. To be specific in periods, between elementary school and middle school 'development' takes 64.5% and this shows an acceptable articulation in the period. While 39.4% of 'gap' in articulation between middle school and high school looks high compared with 'gap' between the previous periods. The item suggested with the 'gap' is the 'definition of function', 'value of function', 'parallel translation', 'exponential and logarithmic function'. It is observed that these materials is suddenly appeared in high school.