• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.357-371
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• 2010

This study aimed to investigate how two eighth-grade mathematics teachers' pedagogical content knowledge is manifested in their classroom instruction. A case study was conducted for the study. The results revealed similarities and differences in the teachers' knowledge manifested in their mathematics classrooms and that the two teachers had slightly different structures of pedagogical content knowledge. One teacher is more dependent on his knowledge of mathematics and knowledge of students' understanding and the other teacher on her knowledge of instructional process and, to a lesser extent, knowledge of mathematics.

• Journal of the Korean School Mathematics Society
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• v.14 no.3
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• pp.377-388
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• 2011

Acknowledging mathematics education as a research field and its relation to different domains such as mathematics, educational sciences, psychology, sociology, and history, two paradigmatic issues of theoretical research and classroom practice are focused on to synthesize the different domains in mathematics education. Six sub-categories in the field of mathematics education are proposed to have a better understanding of their role and interdependence.

• School Mathematics
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• v.4 no.4
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• pp.657-675
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• 2002

This paper is to make strides toward an enriched understanding of the difficulties and issues raised by applying the 7th mathematics curriculum to elementary school classrooms. A general overview of the curriculum is presented in line with teaching and learning methods emphasized in the curriculum. Four classroom episodes are presented in brief in order to diagnose the problems in situating the curriculum in elementary mathematics classrooms. These episodes deal with lessons emphasizing activity rather than its associated concepts or principles, overusing multimedia data, pursuing play rather than its associated thinking, and distributing various individual worksheets in the name of differentiated instructional methods. In addition to the episodes, interview data with elementary school teachers also are presented as needed. This paper discusses two aspects of activating the curriculum into elementary mathematics classrooms. One deals with the issues of the curriculum and textbooks themselves, and the other covers those of research trends on mathematics education and teaching practices. This paper finally emphasizes a collaborative working relation among classroom teachers, mathematics educators, and policy makers with their own places and roles.

• Journal for History of Mathematics
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• v.28 no.6
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• pp.349-363
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• 2015

In this paper, we explore about Korean early childhood mathematics education history. Actually, mathematics education history is mathematics education curriculum's history. Korean education curriculum has been influenced by the US and European prominent educators: Montessori, Piaget, Bruno, and Dewey, etc. We investigate how those philosophy and thoughts were adopted in Korean early childhood mathematics education curriculums from 1st to 2015 amended curriculum. Also, we can see that NCTM's content standards and Korean Nuri curriculum are the same in the basic concepts: number and operations, space and shapes, measurement, understanding of patterns and data collection.

• School Mathematics
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• v.16 no.3
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• pp.445-469
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• 2014

This study aims to examine secondary mathematics teachers' understanding of the levels of cognitive demand on mathematical tasks suggested in mathematics textbooks. The study also attempts to investigate whether the teachers are able to characterize the tasks accordingly and to change low level tasks to high level ones. For this purpose, we developed a survey and 50 secondary mathematics teachers participated in the survey. The findings from the data analysis suggest that 59 percent of the teachers selected high level tasks as appropriate for achieving the national curricular goals, but about 1/3 of the teachers identified PNC tasks as high level ones. The results also reveal that more than half of the teachers were not able to transform low level into high level tasks and only 4 teachers out of 50 were able to transform successfully. The teachers seem to find difficulty in transforming low level tasks into high level ones.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.347-361
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• 2006

This research intends to understand classroom culture of gifted youths in secondary mathematics. For this purpose, we have observed ethnographically the mathematics classes of gifted youths for eight months at two Science Education Centers for Gifted Youths. We have collected qualitative data using the methods, participation observation, interviewing, video taping, recording, collecting assistant materials. And these data were closely connected and analyzed synthetically. From this, we found the followings; First, gifted youths in mathematics evaluate the academic abilities as the best standard for their friendship. Second, the gifted youths in secondary mathematics are under an obsession that they should act like gifted youths. Third, even though they know the merits of class type of inquiry and discussions, they didn't participate actively in those types of class. Forth, main differences of classes between Gifted Education Centers and general middle school come from the difference of class type, the roles of teachers and students.

• The Mathematical Education
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• v.44 no.4 s.111
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• pp.603-625
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• 2005

Identity is the concept which approaches individuals' affective problems with the social and cultural view. The previous studies on the problems, studied the attitudes, beliefs, or emotions while they restricted the problems to teachers or students' private problems. Otherwise, identities focus on individuals which participate to any community and share its social practices(Mclead, 1994). This study purposed to get an understanding on the teaching and learning mathematics in elementary mathematics classroom with an ethnographic view, while we consider mathematics as a kind of social practices, and mathematics classrooms as communities of practice. We analysed teacher's identities on mathematics and teaching mathematics depending on her responses of the questions as following: How does she think about mathematics, what are the instructional goals in her mathematics classroom, how do students learn mathematics in her mathematics classroom. In addition, we analysed students' identities on mathematics and learning mathematics depending on their responses of the questions as following: What do students think of mathematics, do they like mathematics, why do they study mathematics, how do they feel their mathematics classroom(describe your classroom) and themselves in it(describe yourselves in your classroom), what are their duties and what do they do actually in their mathematics classroom.

• Education of Primary School Mathematics
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• v.7 no.1
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• pp.57-64
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• 2003

This article is that we develop a learning Serpinsky Triangle using on the internet by the domain of regulations and function in elementary school mathematics. We construct the learning operation of zoom Serpinsky Triangle that can be used on the internet and develop the java program for understanding the concept of the Serpinsky Triangle.

• School Mathematics
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• v.3 no.1
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• pp.101-108
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• 2001

Classroom exercise using the randomized response technique may be used to summarize a high school unit of instruction on probability. In this paper, we show that the derivation of the formula for this technique illustrates basic concepts in probability, such events being mutually disjoint and independent.

• The Mathematical Education
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• v.39 no.1
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• pp.37-47
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• 2000

Number concept is basic in mathematics education. But it is very complex and is not easy to understand real number concept, because of its infinity. This study tried to show that what percents of secondary school mathematics teachers in Korea understood the properties of real number, such as cardinality, continuity, relation with real line, and infinity, which were written by verbal language.