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  • Title/Summary/Keyword: middle school elementary mathematics

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A Study on the mathematical notation of expression in terms of skipping the parenthesis (괄호 생략 관점에서 식의 표기에 관한 고찰)

  • Kim, Chang Su;Kang, Jeong Gi
    • Journal of the Korean School Mathematics Society
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    • v.19 no.1
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    • pp.1-19
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    • 2016
  • This study investigated the mathematical notation used today in terms of skip ping the parenthesis. At first we have studied the elementary and secondary curriculum content related to omitted rules. As a result, it is difficult to find explicit evidence to answer that question 'What is the calculation of the 48÷2(9+3)?'. In order to inquire the notation fundamentally, we checked the characteristics on prefix, infix and postfix, and looked into the advantages and disadvantages on infix. At the same time we illuminated the development of mathematical notation from the point of view of skipping the parenthesis. From this investigation, we could check that this interpretation was smooth in the point of view that skipping the parentheses are the image of the function. Through this we proposed some teaching methods including 'teaching mathematical notation based on historic genetic principle', 'reproduction of efforts to overcome the disadvantages of infix and understand the context to choose infix', 'finding the omitted parentheses to identify the fundamental formula' and 'specifying the viewpoint that skipping the multiplication notation can be considered as an image of the function'.

The Effects of Middle School Mathematical Statistics Area and Python Programming STEAM Instruction on Problem Solving Ability and Curriculum Interest (중학교 수학 통계 영역과 파이썬(Python) 프로그래밍 융합수업이 문제해결력과 교과 흥미도에 미치는 영향)

  • Lee, Do-Young;Chung, Jong-In
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.20 no.4
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    • pp.336-344
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    • 2019
  • The Ministry of Education (2015) announced the "2015 Revised Curriculum for Elementary and Secondary Schools" and announced that SW (Software) training for elementary and junior high school students to develop Computational Thinking will be gradually introduced from 2018. In addition, 'problem solving' and 'programming' have become important areas. Furthermore, the ability to analyze and utilize big data is becoming more emphasized. We developed and applied the statistical - Python programming convergence curriculum based on the idea that convergence education combining information and mathematics, programming and statistical literacy is needed according to current trends. Before and after the experiment, problem solving ability test and programming / mathematical interest test were conducted and compared with the corresponding sample t-test. According to the analysis results, there were significant differences in the pre- and post-test on problem solving ability, programming interest and mathematical interest at the significance level of 0.05.

Research on Teachers' Recognition about the Introduction of Mathematics Workbook and the Suggestion of Its Organization (수학 워크북 도입에 대한 교사들의 인식 조사 및 구성 방안 제안)

  • Kim, Bu-Mi
    • Journal of Educational Research in Mathematics
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    • v.17 no.3
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    • pp.271-293
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    • 2007
  • Mathematics workbook is developed according to the amendment of the 7th national curriculum of mathematics. This study polled 300 national mathematics teachers in the elementary school, middle school, and high school to find out what they think in conjunction with the introduction of mathematics workbook such as needs for mathematics workbook, teachers' recognition about the system of mathematics textbook and workbook which are proper for lesson of achievement level and organization of mathematics workbook before using the mathematics workbook in school. As a results, mathematics teachers want the introduction of workbook because it helps students' self-regulated learning of mathematics and it is material very valuable for teachers to give lessons of achievement level. Also, we suggest the organization and contents of mathematics workbook on the base of our survey. Mathematics workbook has a lot of exercises assessing into the upper, intermediate, lower level in the contents, concepts of mathematics learning. It has the items developed with various problem solving methods and emphasis on performance tests, an essay-type examination and a periodical assessment. It has the problem posing items and the corner that helps students revise their mathematical errors and proposes useful, interesting mathematical activities and the commentary of a correct answer to questions at the tail of the book.

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A Didactical Analysis on Circular Measure (호도법에 관한 교수학적 고찰)

  • Kang, Mee-Kwang
    • The Mathematical Education
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    • v.50 no.3
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    • pp.355-365
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    • 2011
  • The purpose of this study is to provide mathematical knowledge for supporting the didactical knowledge on circular measure and radian in the high school curriculum. We show that circular measure related to arcs can be mathematically justified as an angular measure and radian is a well defined concept to be able to reconcile the values of trigonometric functions and ones of circular functions, which are real variable functions. Radian has two-fold intrinsic attributes of angular measure and arc measure on the unit circle, in particular, the latter property plays a very important role in simplifying the trigonometric derivatives. To improve students's low academic achievement in trigonometry section, the useful advantage and the background over the introduction of radian should be preferentially taught and recognized to students. We suggest some teaching plans to practice in the class of elementary and middle school for enhancing teachers' and students' understanding of radian.

An Analysis on Structural Knowledges by Concept Maps -Focused on Plane Figures in Elementary School- (개념도를 이용한 구조적 지식의 조사 연구 -초등학교 평면 도형 단원을 중심으로-)

  • 정승진;박배훈
    • Education of Primary School Mathematics
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    • v.2 no.1
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    • pp.65-73
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    • 1998
  • The purpose of this study is to investigate significant differences of structural knowledges among the groups(high, middle, low) when the 6th grade subjects structured the concepts of the plane figures, triangle and quadrangle, by concept maps, and to analyse the features of concept maps according to hierarchy. For this purpose, the following two research contents were investigated: 1. Investigating significant differences of structural knowledge in the concepts of the plane figures using concept maps among the groups(high, middle, low). 2. Analysing the features of concept maps according to hierarchy. The structural knowledges represented on the concept maps of triangle and quadrangle which were drawn by the subjects were analysed by propositions, hierarchies, and cross-links. Subject-self Reports about how to make the concept maps were used to analyse the features of concept maps according to hierarchy. The conclusions drawn from the results were as fellows: First, there were significant differences among the groups in proposition links. Second, there wasn't my significant difference among the groups in hierarchy. Third, there were significant differences among the groups in cross-links, and Fourth, the results of analysing the concept maps by hierarchy showed that there were differences among the individuals in constructing the knowledges.

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A Survey on Undergraduate Students' Perception and Preference of School Mathematics by analysis of metaphor about mathematics (수학 은유 분석을 통한 대학생들의 학교 수학에 대한 인식과 선호도 조사)

  • Lee, Kyung Eon
    • Communications of Mathematical Education
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    • v.29 no.1
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    • pp.51-72
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    • 2015
  • This study aimed to analyze the characteristic of undergraduate students' perception and preference for mathematics. For this purpose, I surveyed 124 undergraduate students' metaphorical expressions about mathematics. I classified the expressions as four categories: a positive form, a negative form, a mixed form, an undecidable form. I investigated the proportion and characteristic of the metaphorical expressions according to the above four categories. Also, I surveyed the students' preference and nonpreference moments for mathematics and categorized them into 6-cases: elementary school, middle school, high school, university, always, and none. In addition, I examined the students' preference and nonpreference reasons for mathematics and classified them according to the 5-factors: grade factor, affective factor, content factor, teacher factor, and other factors. The results of this study as follows: First, the 27% of university students expressed their metaphorical expressions for mathematics as a positive form, 42% as a negative form, and 27% as a mixed form. Also, the preference rate for mathematics was higher as their school years increase and the main reasons of preference were grade and affective factors. The result of nonpreference rate was also higher as their school year increased. Students said that the contents and grade factor were the main factors among the 5-factors.

Convergence Study on Career Development Process and Influencing Factors (학령기 진로발달과정의 특성 및 영향 요인에 관한 융합연구)

  • Choi, Jung-Ah;Seo, Jun-Ho;Yang, Ji-Yeon
    • Journal of the Korea Convergence Society
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    • v.11 no.9
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    • pp.203-217
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    • 2020
  • The purpose of this study was to perform a convergence study for investigating main features and influencing factors in career development process, throughout the whole periods of education, that might influence their ultimate choice of majors. We collected data of career development process at the elementary, middle, high school, and college levels using career-o-grams, for the college students who majored in English Lang/Lit and Global Commerce, and we applied text mining techniques for qualitative data analysis. Two major factors influencing career goals were parents and teachers. In particular, teachers were most influential in the career decisions at the middle school level. Teachers, family situations, and peers showed a negative impact on career aspiration. The findings would serve as a guide for career consultants and education program developers.

Teaching Geometry Proof with focus on the Analysis (분석법을 중심으로 한 기하 증명 지도에 대한 연구)

  • Na, Gwi-Soo
    • Journal of Educational Research in Mathematics
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    • v.19 no.2
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    • pp.185-206
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    • 2009
  • In the study, I conducted the teaching experiment designed to instruct proof to four 7th grade students by utilizing the analysis method. As the results of this study I could identified that it is effective to teach and learn to find proof methods using the analysis. The results of the study showed that four 7th grade students succeeded in finding the proof methods by utilizing the analysis and representing the proof after 15 hours of the teaching experiment. In addition to the difficulties that students faced in learning proof utilizing the analysis were related to the search for the light conditions for triangles to be congruent, symbolic representation of the proof methods, reinterpretation of drawings given in the proof problems.

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An Exploratory Study on differential item functioning of multicultural and North Korea migrant families students, through National Assessment Educational Achievement of mathematics (수학과 국가수준 학업성취도 평가 결과를 통한 다문화.탈북 가정 학생 차별기능문항 분석)

  • Jo, Yun Dong;Kang, Eunjoo;Ko, Ho Kyoung
    • Journal of Educational Research in Mathematics
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    • v.23 no.2
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    • pp.75-94
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    • 2013
  • As part of the education in the pursuit of equity, in this study, we have analyzed the differential item functioning on mathematics assessment through the result of 2011 National Assessment Educational Achievement. For this we used SIBTEST method and M-H method to extract differential item functioning on multicultural and North Korea migrant families students. As a result, 10 items that has the differential functioning were extracted by both methods in three school levels from Elementary, Middle and High School. The result of a exploratory for potential causes of differential functioning on multicultural and North Korea migrant families students through a qualitative analysis of each items that has been extracted, language ability, the complexity of computation and problem-solving process, the curriculum, the problem situation have been discussed. These results will be able to contribute to establishing education policy and designing teaching and learning methods for the multicultural and North Korea migrant families students.

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Meta-analysis of the Effects of Gifted-mathematics programs on Creativity Improvement (수학영재프로그램이 창의성 향상에 미치는 효과 메타분석)

  • Cho, Yun-Hee;Ko, Ho kyoung
    • Journal of Science Education
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    • v.41 no.3
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    • pp.499-518
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    • 2017
  • In this study, the meta-analysis technique was applied to investigate the effectiveness of gifted-mathematics programs on development of creativity. Studies conducted the outcomes form the 20 studies were used for meta-analysis. Research questions are as follows; first, what is the overall effect size of the gifted mathematics programs on development of mathematical creativity. Second, what are effect sizes of sub-group(fluency, flexibility, originality) analysis. Third, compare the effect sizes of those in compliance with the grade and the class type. Results from data analysis are as follows. First, the overall effect size for studies related the gifted-mathematical programs was .66, which is high. Second, it was found that each sub-group differed from its effect on learning outcomes. Fluency(.76) was the highest of all, which was followed by flexibility(.60) and originality(.50) in a row. Lastly, the overall effect size for gifted elementary school students related the gifted-mathematical programs was .69, which is high than gifted middle school students was .46.